Volume 22 Issue 2
Feb.  2024
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Article Navigation >  Chinese Journal of General Practice  > 2024  >  22(2): 308-311
WANG Gaoxiang, WU Mingsheng, XU Guangwen, WU Hanran, SUN Xiaohui, LIU Changqing, XIE Mingran. Application of peer combined with CBL into situational simulation teaching in standardized training of thoracic surgery residents[J]. Chinese Journal of General Practice, 2024, 22(2): 308-311. doi: 10.16766/j.cnki.issn.1674-4152.003391
Citation: WANG Gaoxiang, WU Mingsheng, XU Guangwen, WU Hanran, SUN Xiaohui, LIU Changqing, XIE Mingran. Application of peer combined with CBL into situational simulation teaching in standardized training of thoracic surgery residents[J]. Chinese Journal of General Practice, 2024, 22(2): 308-311. doi: 10.16766/j.cnki.issn.1674-4152.003391
shu

Application of peer combined with CBL into situational simulation teaching in standardized training of thoracic surgery residents

doi: 10.16766/j.cnki.issn.1674-4152.003391

  • Department of Thoracic Surgery, the First Affiliated Hospital of USTC, Division of Life Sciences and Medicine, University of Science and Technology of China, Hefei, Anhui 230001, China

Funds:

 81973643

 202004j07020017

 2020xjyxm089

  • Received Date: 2023-08-05
    Available Online: 2024-03-27
    Abstract
  •   Objective  The aimed explore the effectiveness and feasibility of introducing case-based learning (CBL) for situational simulation teaching in the standardized training of thoracic and cardiac surgery residents.  Methods  Sixty residents who underwent residential training in the Department of Thoracic Surgery at the First Affiliated Hospital of University of Science and Technology of China, from January 2021 to April 2022, were selected as participants. They were randomly divided into two groups: the group A, which received traditional teaching method group, and the group B, which received CBL-based situational simulation teaching group, according to the admission order. The teaching methods included mini-clinical evaluation exercise(mini-CEX), direct observation, and direct observation of procedural skill (DOPS). At the end of the training, theory and skill assessment, as well as teaching satisfaction survey, were conducted.  Results  There were no significant differences between the two groups in terms of age, sex, highest education, major, and time of participation in training (P>0.05). The theoretical and skill scores of the group B were significantly higher than those of the group A (t=4.977, P < 0.001; t=3.607, P=0.001). The proportion of excellent Mini-CEX rating in the group B was higher than that in the group A (P < 0.05). Additionally, the Mini-CEX score in the group B was higher than that in the group A (t=2.670, P=0.010). There were no significant difference in DOPS rating and scores between the two groups (Z=-0.869, P=0.385; t=0.405, P=0.687). The satisfaction level of the group B was significantly higher than that of the group A (P < 0.05). Similarly, the satisfaction score of the group B was significantly higher than that of the group A (t=5.007, P < 0.001).  Conclusion  The implementation of peer and CBL-based situational simulation teaching mode has the potential to creat a conductive learning atmosphere, improve the independent learning and clinical thinking skills of resident physicians, and hold significant promise for advancement.

     

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