基于满意度调查及Gibbs反思循环模式视角下的住培实施效果及优化研究

徐玥; 诸宏伟; 陈静; 刘婷婷; 王伟; 郏振功; 张玉玲; 陈辉

doi:10.16766/j.cnki.issn.1674-4152.004020

基于满意度调查及Gibbs反思循环模式视角下的住培实施效果及优化研究

doi: 10.16766/j.cnki.issn.1674-4152.004020

徐玥¹,
诸宏伟²,
陈静¹,
刘婷婷¹,
王伟¹,
郏振功^3, ,,
张玉玲¹,
陈辉⁴

1.
蚌埠医科大学第一附属医院临床教学科，安徽蚌埠 233004
2.
蚌埠医科大学第一附属医院儿科住培专业基地
3.
蚌埠医科大学第一附属医院核医学科住培专业基地
4.
蚌埠医科大学临床医学院教学科，安徽蚌埠 233004

基金项目:

蚌埠医学院科技项目 2020byzd233sk

安徽省高等学校省级质量工程重点项目 2022jyxm1014

详细信息

通讯作者:
郏振功，E-mail: 386917261@qq.com

中图分类号: R192.3
计量
- 文章访问数: 7
- HTML全文浏览量: 4
- PDF下载量: 0
- 被引次数: 0
出版历程
- 收稿日期: 2024-11-17
- 网络出版日期: 2025-08-14

Implementation effect and optimization study of standardized training of resident doctors based on satisfaction survey and Gibbs Reflection Cycle mode

1.
Department of Clinical Teaching, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

摘要

摘要: 目的对比基于Gibbs反思循环模式的规范化教学与传统实训教学在住院医师规范化培训中的应用效果，为教学方法改革提供依据。方法选取2021年9月—2024年8月于蚌埠医科大学第一附属医院参加规培的300名学员作为研究对象，采用随机数字表法分为对照组(150人)与观察组(150人)。对照组采用传统培训模式，含理论授课、科室轮转实践及定期考核；观察组基于Gibbs反思循环模式，理论教学增设小组讨论与反思环节，临床实践要求学员自我反思，带教老师引导深入分析。比较2组住培学员教学满意度和年度考核成绩。结果观察组学员教学满意度、学习兴趣、实践能力、知识理解能力、综合能力及总分均高于对照组(P＜0.05)。年度考核成绩方面，观察组理论知识[(93.68±2.33)分vs. (83.85±2.24)分]、临床技能[(92.69±2.44)分vs. (81.36±2.21)分]、病例分析[(91.63±2.16)分vs. (80.41±2.02)分]考核成绩均明显高于对照组(P＜0.001)。结论基于Gibbs反思循环模式的规范化教学在住院医师规培中优势显著，可全面提升住院医师素质，建议推广并结合医院实际完善培训内容与考核标准，以适应新医改需求，培养高素质医疗人才。
- 住院医师 /
- 规范化培训 /
- 满意度 /
- Gibbs反思循环模式
Abstract: Objective To compare the application effects of standardized teaching based on the Gibbs Reflective Cycle model with traditional practical training in the standardized residency training program, and provide a basis for the reform of teaching methods. Methods This study employed a randomized controlled trial design. A total of 300 residents participating in the standardized training program at the First Affiliated Hospital of Bengbu Medical University from September 2021 to August 2024 were selected and randomly divided into a control group and an observation group, with 150 participants in each group. The control group received traditional training, including theoretical lectures, departmental rotations, and regular assessments. The observation group adopted the Gibbs Reflective Cycle model, incorporating group discussions and reflective sessions into theoretical teaching, and requiring residents to engage in self-reflection during clinical practice, with instructors guiding in-depth analysis. The teaching satisfaction and annual assessment scores of the two groups were compared. Results The observation group significantly outperformed the control group in teaching satisfaction, learning interest, practical skills, knowledge comprehension, comprehensive abilities, and total scores (P < 0.05). In terms of the annual assessment results, the theoretical knowledge of the observation group [(93.68±2.33)points vs. (83.85±2.24) points], clinical skills [(92.69±2.44) points vs. (81.36±2.21) points], the scores of case analysis [(91.63±2.16) points vs. (80.41±2.02) points] were significantly higher than those of the control group (P < 0.001). Conclusion Standardized teaching based on the Gibbs Reflective Cycle model demonstrates significant advantages in residency training, comprehensively enhancing the competencies of residents. It is recommended to promote this approach and refine training content and assessment standards according to hospital-specific conditions to meet the demands of healthcare reform and cultivate high-quality medical professionals.
- Resident doctors /
- Standardized training /
- Satisfaction /
- Gibbs Reflective Cycle model

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表 1 2组住培学员一般资料比较

Table 1. Comparison of general information between the two groups of residents in standardized training

组别	人数	年龄(x±s，岁)	性别(人)		学员类型(人)
组别	人数	年龄(x±s，岁)	男性	女性	单位人	社会人	专业硕士研究生
观察组	150	27.08±2.32	70	80	17	17	116
对照组	150	27.11±2.55	71	79	16	17	117
统计量		0.107^a	0.013^b		0.034^b
P值		0.916	0.908		0.983
注：^a为t值，^b为χ²值。

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表 2 2组住培生教学满意度比较(x±s，分)

Table 2. Comparison of teaching satisfaction between the two groups of residents in standardized training(x±s, points)

组别	人数	教学满意度	学习兴趣	实践能力	知识理解能力	综合能力	总分
观察组	150	4.31±1.16	4.18±1.03	4.95±1.11	4.93±1.07	4.58±1.18	22.93±5.55
对照组	150	3.60±0.43	3.85±0.73	4.19±1.03	4.12±0.91	3.89±0.61	19.71±3.71
t值		7.030	3.204	6.129	7.043	6.389	5.908
P值		＜0.001	0.002	＜0.001	＜0.001	＜0.001	＜0.001

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表 3 2组住培生年度考核成绩比较(x±s，分)

Table 3. Comparison of Annual Assessment Results Between the Two Groups of Residents in standardized training(x±s, points)

组别	人数	理论知识考核	临床技能考核	病例分析考核
观察组	150	93.68±2.33	92.69±2.44	91.63±2.16
对照组	150	83.85±2.24	81.36±2.21	80.41±2.02
t值		37.250	42.147	46.460
P值		＜0.001	＜0.001	＜0.001

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