Application effect of problem-based learning-clinical teaching unit teaching rounds in standardized residency training for anesthesiology
10.3760/cma.j.cn116021-20230825-01594
- VernacularTitle:PBL-CTU教学查房在麻醉科住院医师规范化培训中的应用成效
- Author:
Ke PENG
1
;
Fuhai JI
1
;
Xisheng SHAN
1
;
Huayue LIU
1
Author Information
1. 苏州大学附属第一医院麻醉科，苏州 215006
- Publication Type:Journal Article
- Keywords:
Problem-based learning;
Clinical teaching unit;
Standardized residency training;
Teaching rounds;
Anesthesiology
- From:
Chinese Journal of Medical Education Research
2025;24(6):835-840
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the application effect of teaching rounds with problem-based learning (PBL) and clinical teaching unit (CTU) in standardized residency training for anesthesiology.Methods:A total of 40 resident trainees in Department of Anesthesiology, The First Affiliated Hospital of Soochow University, were randomly divided into research group and control group, with 20 trainees in each group. In the first stage (1-4 months), the trainees in the research group received PBL-CTU teaching rounds, and those in the control group received conventional teaching rounds; in the second stage (5-8 months), both groups received the PBL-CTU teaching rounds. The two groups were compared in terms of general information, assessment results of theoretical knowledge and skill operation in the first and second stages, and questionnaire survey of the degree of satisfaction with teaching. SPSS 24.0 was used for statistical analysis; the t-test was used for continuous data, and the chi-square test was used for categorical data. Results:There were no significant differences between the two groups in terms of age, sex, educational level, residency grade, and comprehensive ability assessment before the study. After the first stage of training, compared with the control group, the research group had significantly better theoretical assessment score [(85.30±3.39) vs. (81.15±4.66), P=0.003], skill assessment score [(83.95±4.37) vs. (79.70±6.20), P=0.017], and effective communication ability (95.00% vs. 65.00%, P=0.048) and team collaboration ability (100.00% vs. 65.00%, P=0.013) in questionnaire survey of the degree of satisfaction with teaching. After the second stage of training, both groups had significant increases in theoretical assessment score [the research group: (89.30±4.12) vs. (85.30±3.39), P=0.002; the control group: (88.90±3.49) vs. (81.15±4.66), P<0.001] and skill assessment score [the research group: (88.40±4.84) vs. (83.95±4.37), P=0.004; the control group: (86.20±4.98) vs. (79.70±6.20), P=0.001], and the questionnaire survey showed that a relatively high degree of satisfaction (95.00%-100.00%) was achieved for teaching effect, while there were no significant differences in each indicator between the two groups. Conclusions:Compared with conventional teaching rounds, PBL-CTU teaching rounds significantly improve the levels of theoretical knowledge and clinical operation ability and enhance the quality of teaching rounds. All residents have achieved satisfactory learning outcomes and progress after the two stages of teaching activities.
