【摘要】 目的探讨系统论及模拟场景的综合教学模式对心血管急症的应用效果。方法选择2017-2019年在我科轮转的规培医师80人,进行恶性心律失常教学。随机分为两组,单纯LBL教学法组与情景模拟演练组(LBL+CBL及PBL教学法)各40人。运用从理论知识、急救操作技能以及临床思维三方面进行打分考核,比较两组培训效果。结果情景模拟演练组三个方面得分均较单纯LBL教学法组高:理论知识(88.13±0.49)vs.(84.15±0.59)(P<0.01);操作技能(81.63±0.88)vs.(76.00±1.24)(P<0.01),临床思维(82.20±0.85)vs.(77.18±1.04)(P<0.01);且情景模拟演练组满意度较单纯LBL教学法组高。结论情景模拟演练教学法在理论学习和实践方面均优于单纯LBL教学法。更多还原

【Abstract】 Objective To investigate the effect of comprehensive teaching mode of systematology and scenario simulation exercise on cardiovascular emergency.Methods The 80 doctors who rotated in our department from 2017 to 2019 for standardized residents training were randomly divided into two groups to accepting the train of the treatment on malignant arrhythmia,40 doctors in LBL(lecturebased learning)group and the other 40 doctors in Scenario simulation exercise group(case study-based learning and problem-based learning group).The training effects of the two groups were compared by theoretical knowledge,emergency operation skills and Clinical thinking ability.Results The scores of three aspects in the scene simulation group were higher than that in the simple LBL group:theoretical knowledge 88.13±0.49 vs.84.15±0.59(P<0.01);operational skills 81.63±0.88 vs.76.00±1.24(P<0.01);clinical thinking 82.20±0.85 vs.77.18±1.04(P<0.01).And the satisfaction of the scene simulation group was higher than that of the simple LBL group.Conclusion Situational simulation teaching method is better than simple LBL teaching method in both theoretical learning and practice更多还原