一个BOPPPS教学模型在为科住院医生的标准化培训中的有效性:一个回顾性队列研究
Yuting Li1,2, Fei Ren1, Jin Qiu1
1Department of Nephrology, Shanghai Traditional Chinese Medicine-Integrated Hospital Affiliated to Shanghai University of Traditional Chinese Medicine, Shanghai, China.
British journal of hospital medicine (London, England : 2005)
|January 20, 2025
概括
桥梁,目标,预评估,参与式学习,后评估和总结 (BOPPPS) 教学模式显著提高了脏病专科医生在慢性脏病 (CKD) 中高血症管理方面的知识和技能. 与传统方法相比,这种创新方法提高了学习成果和学习满意度.
科学领域:
- 医学教育 医学教育
- 腎病學培訓 腎病學培訓
- 课程开发 课程开发
背景情况:
- 桥梁,目标,预评估,参与式学习,后评估和总结 (BOPPPS) 的教学模式在医学教育中越来越受欢迎.
- 对脏病专业医生进行标准化培训需要有效的教学方法,特别是在慢性脏病 (CKD) 中的高血症等复杂疾病中.
- 评估新的教学方法对于推进居民教育和患者护理至关重要.
研究的目的:
- 评估BOPPPS教学模式在脏病专科医生标准化培训中的有效性.
- 具体评估其对治疗慢性脏病患者的高血症管理教育的影响.
- 将BOPPPS模型与传统教学方法之间的学习成果和教学满意度进行比较.
主要方法:
- 进行了一项回顾性队列研究,涉及2021年至2024年期间培训的科住院医生.
- 一个观察组 (n=55) 通过BOPPPS模型接受指令,而一个控制组 (n=64) 使用传统方法.
- 学习成果通过理论和实践评估,以及学生自我评估和满意度调查来衡量.
主要成果:
- 与对照组相比,BOPPPS组在理论和实践考试中取得了明显更高的分数 (p < 0.05).
- 在BOPPPS组的住户报告了明显更高的自我评估得分和对教学方法的更高满意度 (p < 0.05).
- 博普普斯模型在提高知识获取和技能发展方面表现出明显的优势.
结论:
- 波普普斯教学模式是提高脏病医生实习生培训理论知识和实践技能的高效策略.
- 与传统的教学方法相比,它显著提高了居民的满意度和学习成果.
- 实施BOPPPS模型可以加强科医学教育的整体质量.
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