翻转课堂联合情景式模拟教学在检验医师规范化培训教学中的应用研究

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摘要目的分析翻转课堂联合情景式模拟教学在检验医师规范化培训教学中的应用效果。方法选取2019年1月至2021年12月在苏州大学附属第二医院检验科进行检验医师规范化培训的100 名学员作为研究对象，根据培训时间将2019年1月至2020年6月进行培训的50 名学员作为对照组，实施检验科传统教学法；将2020年7月至2021年12月进行培训的50 名学员作为研究组，实施翻转课堂联合情景式模拟教学。比较两组学员学习体会、学习效果、理论知识成绩、临床技能成绩以及临床综合能力。结果实习4 周后，研究组理论知识成绩、临床技能成绩高于对照组，差异有统计学意义（P＜0.05）。研究组整体表现、组织效能、人文关怀、沟通技巧、医患交流评分高于对照组，差异有统计学意义（P＜0.05）。研究组在分析解决问题的能力、自主学习能力、学习效率以及学习积极性方面获得提高比例高于对照组，差异有统计学意义（P＜0.05）。结论在检验医师规范化培训教学中，翻转课堂联合情景式模拟教学有利于提高学员的学习效果及临床综合能力，使其充分掌握专业理论知识和专业技能，值得临床重视应用。

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	王冰莹
	杨欢
	杜鸿

关键词 ：检验科, 检验医师, 规范化培训, 情景式模拟教学, 翻转课堂

Abstract：Objective To analyze the application effect of flipped classroom combined with situational simulation teaching in the standardized training of laboratory doctors. Methods A total of 100 students who received standardized training for laboratory doctors in the Department of Clinical Laboratory of the Second Affiliated Hospital of Suzhou University from January 2019 to December 2021 were selected as the research objects. According to the training time, 50 students who received training from January 2019 to June 2020 were selected as the control group, the traditional teaching method of Department of Clinical Laboratory was implemented, 50 students who received training from July 2020 to December 2021 were selected as the study group, the flipped classroom combined situational simulation teaching was implemented. The learning experience, satisfaction with the teaching mode, theoretical knowledge, clinical skills and clinical comprehensive ability of the two groups were compared. Results After 4 weeks of practice, the scores of theoretical knowledge and clinical skills of the study group were higher than those of the control group, the differences were statistically significant (P<0.05). The overall performance, organizational efficiency, humanistic care, communication skills and doctor-patient communication scores of the study group were higher than those of the control group, the differences were statistically significant (P<0.05). The increase rates of ability of analysis and problem-solving, autonomous learning, learning efficiency and learning enthusiasm in the study group were higher than those in the control group, the differences were statistically significant (P<0.05). Conclusion In the standardized training and teaching of laboratory doctors, the flipped classroom combined with situational simulation teaching is helpful to improve the students′ satisfaction and clinical comprehensive ability, and make them fully grasp the professional theoretical knowledge and professional skills, which is worthy of clinical attention and application.

Key words： Laboratory Laboratory doctors Standardized training Situational simulation teaching Flipped Classroom

引用本文:

王冰莹；杨欢；杜鸿. 翻转课堂联合情景式模拟教学在检验医师规范化培训教学中的应用研究[J]. 中国当代医药, 2022, 29(27): 162-165.
WANG Bingying； YANG Huan； DU Hong. Application of flipped classroom combined with situational simulation teaching in standardized training of laboratory doctors. 中国当代医药, 2022, 29(27): 162-165.

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https://www.dangdaiyiyao.com/CN/ 或 https://www.dangdaiyiyao.com/CN/Y2022/V29/I27/162

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