新赋能教学联合微课模式用于甲乳外科医师临床带教的价值

刘元; 朱珠; 宋婷婷; 王彬彬; 刘杨

doi:10.16766/j.cnki.issn.1674-4152.004104

新赋能教学联合微课模式用于甲乳外科医师临床带教的价值

doi: 10.16766/j.cnki.issn.1674-4152.004104

刘元¹,
朱珠²,
宋婷婷³,
王彬彬¹,
刘杨^4, ,

1.
蚌埠医科大学第一附属医院肿瘤外科，安徽蚌埠 233004
2.
蚌埠医科大学第一附属医院心电图室
3.
怀远县人民医院检验科，安徽蚌埠 233000
4.
蚌埠医科大学第一附属医院肿瘤内科

基金项目:

安徽省高等学校省级质量工程项目 2023jyxm1207

详细信息

通讯作者:
刘杨，E-mail：ly0552@126.com

中图分类号: R192
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- 文章访问数: 6
- 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: 2024-12-17
- 网络出版日期: 2025-10-25

The value of the new empowering teaching combined with micro lesson mode for clinical teaching of thyroid and breast surgeons

1.
Department of Surgical Oncology, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

摘要

摘要: 目的探讨新赋能教学联合微课模式用于甲乳外科医师临床带教的效果，为新赋能教学联合微课模式的推广应用提供参考。方法选取2022年1月—2024年1月蚌埠医科大学第一附属医院甲乳外科60名规培生作为研究对象，使用随机数表法分为观察组(30人)及对照组(30人)。对照组规培生采取传统教学模式，观察组规培生采取新赋能教学联合微课模式教学。比较2组规培生考核成绩及优良率，同时评估其简易临床评估演练(Mini-CEX)量表评分及教学质量评价量表(SEEQ)评分。结果观察组60分以下、60~69分、70~79分人数低于对照组，80~89分、90分以上人数多于对照组，优良率高于对照组[76.67%(23/30) vs. 46.67%(14/30)，χ²=5.711，P=0.017]。观察组病史采集、体格检查、人文关怀、临床诊断、沟通技能、组织效能、整体表现评分均高于对照组(P＜0.05)；观察组学习价值感、组织清晰、教学热情、群体互动评分均高于对照组(P＜0.05)。结论新赋能教学联合微课模式用于甲乳外科临床带教不仅能提高规培生学习能力、临床实践能力，还能提高其学习积极性、自学能力及临床思维能力。
- 新赋能教学 /
- 微课模式 /
- 甲乳外科 /
- 临床带教
Abstract: Objective To explore the effect of the new empowerment teaching combined with micro lesson mode on clinical teaching of breast and nail surgeons, and provide reference for the later promotion and application of the new empowerment teaching combined with micro lesson mode in China. Methods A total of 60 trainees from the Department of Breast Surgery at the First Affiliated Hospital of Bengbu Medical University from January 2022 to January 2024 were enrolled. They were randomly divided into observation group and control group, with 30 cases in each group. The control group of trainees adopted the traditional teaching mode, while the observation group adopted the new empowerment teaching combined with micro course teaching mode. The assessment scores and excellent rates of two groups of trainees were compared, and their mini-clinical evaluation exercise (Mini-CEX) scale scores and student evaluation of educational quality (SEEQ) scores were evaluated. Results The number of people in the observation group with scores below 60, 60-69, and 70-79 was lower than that in the control group, the number of people with 80-89 points and 90 points above was more than that in the control group, and the excellent and good rate was higher than that in the control group [76.67% (23/30) vs. 46.67% (14/30), χ²=5.711, P=0.017]. The observation group had higher scores in medical history collection, physical examination, humanistic care, clinical diagnosis, communication skills, organizational effectiveness, and overall performance than the control group (P < 0.05). The observation group had higher scores in learning value, organizational clarity, teaching enthusiasm, and group interaction than the control group (P < 0.05). Conclusion The new empowerment teaching combined with micro lesson mode for clinical teaching in thyroid and breast surgery can not only improve learning ability and clinical practice ability, but also enhance their learning enthusiasm, self-learning ability, and clinical thinking ability.
- New empowerment teaching /
- Micro lesson mode /
- Breast surgery /
- Clinical mentoring

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表 1 2组甲乳外科规培生考核成绩及优良率比较

Table 1. Comparison of examination results and rates of excellent or good performance between the two groups

组别	人数	60分以下[人数(%)]	60~69分[人数(%)]	70~79分[人数(%)]	80~89分[人数(%)]	90分以上[人数(%)]	优良率(%)
观察组	30	1(3.33)	2(6.67)	4(13.33)	13(43.33)	10(33.33)	76.67(23/30)
对照组	30	5(16.67)	5(16.67)	6(20.00)	8(26.67)	6(20.00)	46.67(14/30)
注：2组优良率比较，χ²=5.711，P=0.017。

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表 2 2组甲乳外科规培生Mini-CEX评分比较(x ± s，分)

Table 2. Comparison of Mini-CEX scores between the two groups (x ± s, points)

组别	人数	病史采集	体格检查	人文关怀	临床诊断	沟通技能	组织效能	整体表现
观察组	30	6.12±0.65	6.23±1.25	6.65±0.89	6.92±1.35	5.99±0.74	5.42±0.82	6.03±1.01
对照组	30	5.48±0.85	5.23±1.04	5.16±0.75	5.68±1.12	4.89±0.72	4.72±0.65	5.31±0.61
t值		3.276	3.368	7.012	3.872	5.835	3.664	3.342
P值		0.002	0.001	＜0.001	＜0.001	＜0.001	0.001	0.002

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表 3 2组甲乳外科规培生SEEQ评分比较(x ± s，分)

Table 3. Comparison of SEEQ scores between the two groups (x ± s, points)

组别	人数	学习价值感	组织清晰	教师知识面	作业评价	教学热情	群体互动	师生关系
观察组	30	4.12±0.58	4.16±0.62	4.05±0.68	3.98±1.01	4.08±0.62	4.13±0.52	4.23±0.43
对照组	30	3.54±0.79	3.46±0.91	3.98±0.78	3.85±0.79	3.49±0.96	3.46±0.81	4.15±0.62
t值		3.241	3.482	0.371	0.555	2.828	3.813	0.581
P值		0.002	0.001	0.712	0.581	0.006	＜0.001	0.564

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