在多学科团队模式下,在传统泌尿病实习培训中实施基于问题的学习教学,并将坦苏洛辛管理纳入传统的泌尿病实习培训
Changzheng Zhang1, Shang Huang1, Fenglian Jiang1
1Department of Urology, Guangdong Provincial People's Hospital (Guangdong Academy of Medical Sciences), Southern Medical University, Guangzhou, China.
Pakistan journal of pharmaceutical sciences
|January 17, 2026
概括
与传统的讲座相比,基于问题的学习 (PBL) 显著改善了泌尿器科住院医药学知识,临床推理和团队合作. 这种教育干预提高了居民的满意度和参与良性前列腺增生 (BPH) 培训.
科学领域:
- 医学教育 医学教育
- 泌尿器科培训 泌尿器科培训
- 药理学教育教育 药理学教育
背景情况:
- 传统的泌尿病学讲座提供有限的参与和团队合作机会.
- 在多学科环境中,基于问题的学习 (PBL) 增强了临床推理和知识保留.
- 本研究评估了一种PBL方法,用于在良性前列腺增生 (BPH) 训练中使用tamsulosin模块.
研究的目的:
- 评估PBL是否提高了泌尿病学住院医生的药理学知识,临床推理和跨专业团队合作.
- 将PBL的有效性与有关居民满意度和参与度的传统讲座进行比较.
- 在BPH教育的PBL框架内评估tamsulosin模块.
主要方法:
- 一项随机的双臂研究涉及100名泌尿外科住院医生.
- 干预组使用PBL与tamsulosin模块; 控制组接受了传统的讲座.
- 盲目评估人员在轮换前后测量的结果包括知识,推理,团队合作,满意度和参与度.
主要成果:
- PBL组在药理学知识 (88%与75%相比) 和临床推理 (85%与73%相比) 中表现出显著更大的改善.
- 团队合作 (90%与70%相比),满意度 (94%与81%相比) 和参与度 (92%与78%) 在PBL组中也明显较高.
- 所有观察到的群体之间的差异都是统计学上显著的 (p < 0.05).
结论:
- 与tamsulosin模块集成的基于问题的学习增强了泌尿科医生的知识和解决问题的技能.
- 与传统方法相比,PBL在多学科环境中提高了团队合作和满意度.
- 这种结构化学习方法对于泌尿病学药理学培训是有效的.
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