Influence of tutor responsibility system combined with CBL teaching method on the operating skills and teaching quality of hematology residents
10.3760/cma.j.cn116021-20201015-00794
- VernacularTitle:导师责任制结合CBL教学法在血液科规培医师教学中的应用
- Author:
Le MA
1
;
Qiang GONG
Author Information
1. 陆军军医大学军事预防医学系火箭军医学教研室，重庆 400038
- Keywords:
Standardized residency training of hematology;
Tutor responsibility system;
Case-based learning;
Operational skills;
Theoretical knowledge;
Teaching qualit
- From:
Chinese Journal of Medical Education Research
2022;21(3):324-328
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the teaching effect of standardized training physicians in department of hematology through the tutor responsibility system combined with case-based learning (CBL teaching method), and to provide new ideas for the formulation of the teaching plan of standardized training physicians in the future.Methods:A total of 52 residents trained in the Department of Hematology, The First Affiliated Hospital of Army Medical University from January to December 2017 were selected in the study. And they were randomly divided into observation group and control group, with 26 cases in each group. The control group received the CBL teaching method, and the observation group received the tutor responsibility system combined with the CBL teaching method, both of which were taught for 3 years. Our hospital's self-made assessment form was used to assess the operating skills, theoretical knowledge and teaching quality of the two groups' residents before and after 3 years of teaching. SPSS 24.0 was used for t test and chi-square test. Results:After 3 years of teaching, the scores of bone marrow aspiration, bone marrow biopsy, lumbar puncture, and intrathecal injection, the basic theories of specialists, standardized diagnosis and treatment of common diseases, analysis of difficult cases, and rescue scores of critically ill patients, the scores of medical knowledge, clinical thinking, professional ethics, doctor-patient communication, theoretical connection with practice of both groups were all increased than before teaching ( P<0.05), and the above scores of the observation group were higher than those of the control group, with statistical differences ( P<0.05). Conclusion:The tutor responsibility system combined with CBL teaching method is conducive to improving the training effect and teaching quality of hematology.
