中国典型病例大全

目的 研究问题教学法（problem teaching method,PBL）联合案例教学法对胃肠外科规培生岗位胜任力、核心能力的影响。方法 选择郑州大学第一附属医院胃肠外科2022年7月—2023年12月入科的64名规培生为研究对象，依据便利抽样法分组，对照组（2022年入科，n=32）实施常规带教模式，实验组（2023年入科，n=32）联合应用PBL、案例教学法，比较两组规培成果。结果 规培前，两组规培生岗位胜任力（包括自我形象、专业知识、专业技能、沟通能力、科研能力、态度及价值观）、核心能力（包括自学能力、评判性思维能力、问题解决能力及团结协作能力）评分比较，无统计学差异（P>0.05）；规培后，两组规培生岗位胜任力、核心能力均高于规培前（P<0.05），且实验组高于对照组（P<0.05）；实验组规培生理论、操作考试成绩高于对照组（P<0.05）。结论 PBL联合案例教学法能提高胃肠外科规培效果，增强规培生岗位胜任力及核心能力。

Objective To study the effect of problem teaching method(PBL) combined with case teaching method on the post competency and core competence of gastrointestinal surgery gepei students. Methods 64gastroenterological gepei surgery students who admitted in the Department of Gastrointestinal Surgery at the First Affiliated Hospital of Zhengzhou University from July 2022 to December 2023 were selected as the study subjects and divided into groups according to convenient sampling method. The control group(admitted in 2022, n=32)was given routine teaching mode, and the experimental group(admitted in 2023, n=32) was combined with PBL and case teaching method to compare the training results between the two groups. Results Before the training,there was no statistically significant difference in the scores of post competence( including self-image,professional knowledge, professional skills, communication ability, scientific research ability, attitude and values) and core competence(including self-learning ability, critical thinking ability, problem solving ability and solidarity and cooperation ability) between the two groups of gepei students(P>0.05). After the training, the post competency and core competence of both groups of gepei students were higher than those before the training(P<0.05), and the experimental group was higher than the control group(P<0.05). The test scores of experimental group were higher than those of control group(P<0.05). Conclusion PBL combined with case teaching can improve the effect of routine training in gastrointestinal surgery and enhance the competency and core ability of routine training students.