基于混合教学模式评估实习医师对糖尿病与结核病共病专业知识掌握水平的研究

doi:10.19983/j.issn.2096-8493.20230104

摘要/Abstract

摘要：

目的: 通过实习医师反馈以及相关量表,评估在糖尿病与结核病共病教学中混合教学模式在实习医师实习期间对相关专业知识掌握的作用。方法: 选取2021年3月至2022年3月在解放军总医院第八医学中心内分泌科轮转的64名临床医学本科实习医师为研究对象。采用随机数字表法分为观察组与对照组,观察组(传统教学模式+基于案例的学习模式+基于问题的学习模式相结合)32名和对照组(传统教学模式)32名。入科当天进行入科糖尿病基础知识理论考核。课程结束3d内所有实习医师完成对糖尿病与结核病共病知识的理论考试测评。给两组实习医师发放匿名测评问卷(主要内容为学生对相应知识掌握水平的自我评价和对教学模式的满意度)。共发放问卷64份,回收64份,回收率为100.0%。结果: 课程结束后,观察组的糖尿病与结核病共病理论知识考核成绩得分为(89.25±4.68)分,明显高于对照组[(73.53±4.41)分],差异有统计学意义(t=13.816,P<0.001)。测评问卷的结果显示:观察组在学习糖尿病与结核病共病的知识掌握水平的自我评价得分为(8.05±0.65)分,优于对照组的(6.54±0.58)分,差异具有统计学意义(t=9.816,P<0.001)。观察组对教学满意度得分为(8.61±0.40)分,高于对照组的(6.55±0.42)分,差异有统计学意义(t=19.897,P<0.001)。结论: 多种教学模式相结合在内分泌科中以糖尿病与结核病共病为范例的教学活动中取得更好的效果,有利于激发实习医师的学习兴趣,提高实习医师的学习效率,形成科学的诊疗思路。

关键词: 教学, 实习医师, 糖尿病, 结核, 共病

Abstract:

Objective: Through interns’ feedback and relevant scales, evaluate the role of the mixed teaching model in the teaching of diabetes and tuberculosis comorbidity during internships in mastering relevant professional knowledge. Methods: Selecting 64 interns who rotated in the Endocrinology Department of the Eighth Medical Center of the People's Liberation Army General Hospital from March 2021 to March 2022 as the research subjects. They were randomly divided into an observation group and a control group using a random number table method. The observation group (a combination of traditional teaching mode, case-based learning mode, and problem-based learning mode) had 32 interns, and the control group (a traditional teaching mode) had 32 interns. The theoretical assessment of basic knowledge of diabetes was carried out on the day of admission. All interns shall complete the theoretical examination and evaluation of the knowledge of diabetes and tuberculosis comorbidity within 3 days after the end of the course. Distribute anonymous evaluation questionnaires to two groups of interns (mainly focusing on students’ self-evaluation of their corresponding knowledge mastery level and satisfaction with the teaching mode). A total of 64 questionnaires were distributed, with a recovery rate of 100.0%. Results: After the course, the score of the theoretical knowledge examination of diabetes and tuberculosis comorbidity in the observation group was significantly higher than that in the control group with a statistically significant difference (89.25±4.68 vs 73.53±4.41, t=13.816, P<0.001). The results of the questionnaire showed that the self-evaluation score of the observation group in learning the knowledge of the comorbidity of diabetes and tuberculosis was higher than that of the control group, with a statistically significant difference (8.05±0.65 vs 6.54±0.58,t=9.816, P<0.001). The satisfaction score for teaching in the observation group was higher than that in the control group, and the difference between the two groups was statistically significant (8.61±0.40 vs 6.55±0.42,t=19.897, P<0.001). Conclusion: The blended teaching mode in the teaching activities of diabetes combined with tuberculosis as an example in the internal division has achieved better results, which is conducive to stimulating students’ interest in learning, improving students’ learning efficiency, and forming scientific diagnosis and treatment ideas.

Key words: Teaching, Internship, Diabetes Mellitus, Tuberculosis, Comorbidity

中图分类号:

陈一梅, 赵琳. 基于混合教学模式评估实习医师对糖尿病与结核病共病专业知识掌握水平的研究[J]. 结核与肺部疾病杂志, 2023, 4(5): 352-356. doi: 10.19983/j.issn.2096-8493.20230104

Chen Yimei, Zhao Lin. Study on the evaluation of medical students’ mastery of diabetes complicated with tuberculosis based on blended teaching[J]. Journal of Tuberculosis and Lung Disease, 2023, 4(5): 352-356. doi: 10.19983/j.issn.2096-8493.20230104

图/表 2

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评价分类	评价项目	得分范围
自我评价	糖尿病的诊断和治疗知识	0~10
	糖尿病与结核病共病的临床表现、诊断要点	0~10
	糖尿病与结核病共病的血糖控制目标	0~10
	糖尿病与结核病共病患者降糖治疗药物选择要点	0~10
	糖尿病与结核病共病患者的降糖药物与抗结核药物联用时需要考虑的要点	0~10
满意度评价	您对实习期间的教学模式满意度是多少?	0~10
	现有教学模式多大程度帮助了您记忆相关知识,并将理论知识与临床实践相结合吗?	0~10
	教学模式多大程度帮助您提高了学习热情和主动性?	0~10
	课堂气氛活跃度满意评分	0~10
	教学模式多大程度增强了师生之间的关系?	0~10

项目	观察组(分, $\bar{x} \pm s$)	对照组(分, $\bar{x} \pm s$)	t值	P值
课前考试成绩	63.06±6.31	63.50±4.27	0.325	0.747
课后考试成绩	89.25±4.68	73.53±4.41	13.816	<0.001
课后专业知识评价	8.05±0.65	6.54±0.58	9.816	<0.001
课后教学满意度评价	8.61±0.40	6.55±0.42	19.897	<0.001