闫文俊, 陶凌, 贺媛. 心内科住院医师规范化培训教学方式的研究[J]. 心脏杂志, 2020, 32(2): 214-218, 220. DOI: 10.12125/j.chj.201909021
    引用本文: 闫文俊, 陶凌, 贺媛. 心内科住院医师规范化培训教学方式的研究[J]. 心脏杂志, 2020, 32(2): 214-218, 220. DOI: 10.12125/j.chj.201909021
    Wen-jun YAN, Ling TAO, Yuan HE. Study on standardized training teaching method for residents in department of cardiology[J]. Chinese Heart Journal, 2020, 32(2): 214-218, 220. DOI: 10.12125/j.chj.201909021
    Citation: Wen-jun YAN, Ling TAO, Yuan HE. Study on standardized training teaching method for residents in department of cardiology[J]. Chinese Heart Journal, 2020, 32(2): 214-218, 220. DOI: 10.12125/j.chj.201909021

    心内科住院医师规范化培训教学方式的研究

    Study on standardized training teaching method for residents in department of cardiology

    • 摘要:
        目的  探讨住院医师规范化培训医师(住培医师)如何更好的在专业日益细化的心内科进行培训。
        方法  选取2018年1月~2019年1月在空军军医大学第一附属医院心内科轮转的住院医师规范化培训医师50名,轮转时间均为4个月,随机将接受培训的医生分为5组:冠脉组、心律失常组、高血压组、心力衰竭(心衰)组和轮转组,每组10名。前4组医师只在本组内轮转,组间不可进行交换。轮转组为在上述前4组亚专业分别轮转1个月。5组带教教员均为从事本专业3年以上的资深主治医师。观察5组医师分别掌握心内科各个亚专业知识情况。轮转结束时进行整体考核,分为过程性考核及出科考核,过程性考核为每位日常表现考核,出科考核包括理论成绩、病历书写、临床技能3部分。总成绩为过程性考核与出科考核总和,前者占总成绩20%,后者占总成绩80%。
        结果  ① 5组医师在过程性考核中无显著差异。② 理论成绩考核中,5组医师有显著性差异(P < 0.05)。③ 病历书写部分5组住培医师之间无显著性差异。④ 临床技能部分,冠脉组、心衰组、轮转组住培医师成绩高于其余2组,有统计学差异(P < 0.05)。⑤ 总成绩:冠脉组、心衰组、轮转组住培医师成绩高于其余2组住培医师,有统计学差异(P < 0.05)。
        结论  根据总成绩,冠脉组、心衰组、轮转组医师总成绩、对心内科各个亚专业知识的掌握和临床技能操作均优于其他组医师。

       

      Abstract:
        AIM  To explore teaching methods for training resident standardized trainers (resident accompanying physicians) in the increasingly refined specialty of cardiology.
        METHODS  Fifty resident physicians who rotated in the Department of Cardiology of the First Affiliated Hospital of Air Force Medical University from January 2018 to January 2019 were selected for standardized training. Fifty resident accompaniers were randomly assigned to the coronary artery disease group (CAD group, n = 10), arrhythmia group (n = 10), hypertension group (n = 10), heart failure group (HF group, n = 10), and rotation group (n = 10). The four groups of physicians were rotated for 4 months in their assigned groups, and no exchange was allowed between groups. The rotation groups consisted of 10 resident accompanying physicians who learned in the above sub-professional group for 1 month (totally 4 months). The teachers for the five groups are senior attending physicians who have been engaged in this specialty for more than three years. Observed five groups of physicians to grasp each sub-professional knowledge of cardiology. At the end of rotation, the overall assessment is divided into procedural assessments and out-of-hospital assessments. The procedural assessments are each person's daily performance assessment. The Out-of-hospital assessment includes three parts: theoretical achievement, medical records writing, and clinical skills examination. The total score is the sum of procedural assessments and the graduation assessment, the former accounting for 20% of the total score, the latter accounting for 80% of the total score.
        RESULTS  ① There was no significant difference among the five groups in the process assessment. ②There were significant differences among the five groups in the theoretical examination (P < 0.05). ③There was no significant difference among the five groups of accompanying physicians in medical record writing. ④ In the part of clinical skills examination, the scores of accompanying physicians in CAD group, HF group and rotation group were higher than those in the other two groups (P < 0.05). Total score: The scores of the CAD group, HF group, and rotation group were higher than those of the other two groups (P < 0.05).
        CONCLUSION  Doctors in the CAD group, HF group and rotation group, are superior to those of other groups in the mastery of sub-professional knowledge and the operation of clinical skills in cardiology department.

       

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