【摘要】 目的探讨个性化教学模式(personal based teaching,PBT)在全科医师专业塑造中的效果。方法全科医师培养基地的上海市某三级医院的24名学员作为对照组,采用传统教学;同济医院全科医师培训基地22名学员为研究组,采用PBT教学。比较两组的考试成绩、病例分析能力、论文水平、培训后个人发展及问卷调查的满意度。结果研究组出科考试、毕业考试笔试、毕业考试基本技能和操作成绩均高于对照组,分别为:〔(86.4±7.6)分比(72.5±11.3)分〕、〔(88.7±6.5)分比(78.7±8.0)分〕、〔(93.6±3.4)分比(63.6±11.4)分〕,差异均有统计学意义(P<0.05)。研究组病例分析能力高于对照组,分值为〔(82.4±8.9)分比(65.3±13.5)分〕,研究组论文水平高于对照组,分值为〔(78.8±6.3)分比(70.2±8.1)分〕,差异均有统计学意义(P<0.05)。结论 PBT教学法在全科医师专业塑造中的应用提高了学员的临床思维能力、动手操作能力及社会适应能力,值得推广。更多还原

【Abstract】 Objective To investigate the effect of individualized teaching method on professional training for general practitioners.Methods The 22 trainees from the training base of Tongji Hospital as trial group were given individualized teaching;while 24 trainees from the training base of a third-leveled hospital as the control group were given Ttraditional teaching.The test scores,case analysis capabilities,thesis levels,personal development after the training,and satisfaction of questionnaire were compared between the two groups.Results There were significant difference between the two groups in scores of department test 〔(86.4 ± 7.6) vs.(72.5 ± 11.3) 〕,graduate test in paper 〔(88.7 ± 6.5) vs.(78.7 ± 8.0) 〕,graduate test in basic skill & operation 〔(93.6 ± 3.4) vs.(63.6 ± 11.4) 〕(P < 0.05).The score of case analysis capabilities was higher in the trial group than in the control group 〔(82.4 ± 8.9) vs.(65.3 ± 13.5) 〕,and as the score of thesis level 〔(78.8 ± 6.3) vs.(70.2 ± 8.1) 〕,the differences was statistical significant(P < 0.05).Conclusion The individualized teaching method could improve the clinical thinking ability,practical competency,and social adaptability of the students.so it is worthy of popularization.更多还原