Application effect of problem-based learning-clinical teaching unit teaching rounds in standardized residency training for anesthesiology

Peng Ke; Ji Fuhai; Shan Xisheng; Liu Huayue

doi:10.3760/cma.j.cn116021-20230825-01594

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Application effect of problem-based learning-clinical teaching unit teaching rounds in standardized residency training for anesthesiology

Standardized Residency Training | 更新时间：2025-07-01

- Application effect of problem-based learning-clinical teaching unit teaching rounds in standardized residency training for anesthesiology
- Chinese Journal of Medical Education Research Vol. 24, Issue 6, Pages: 835-840(2025)
- 作者机构：
  
  苏州大学附属第一医院麻醉科，苏州 215006
- 作者简介：
  
  Peng Ke, Email: pengke0422@163.com
- 基金信息：
  
  Jiangsu Provincial Medical Youth Talent Program(QNRC2016741);Suzhou Medical Health Science and Technology Innovation Project(SKY2022136)
- DOI：10.3760/cma.j.cn116021-20230825-01594
  CLC： R614;G642
- Received：25 August 2023，
  
  Published：20 June 2025
- 稿件说明：
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彭科, 嵇富海, 单希胜, 等. PBL-CTU教学查房在麻醉科住院医师规范化培训中的应用成效[J]. 中华医学教育探索杂志, 2025, 24(6): 835-840.

Peng Ke, Ji Fuhai, Shan Xisheng, et al. Application effect of problem-based learning-clinical teaching unit teaching rounds in standardized residency training for anesthesiology[J]. Chinese journal of medical education research, 2025, 24(6): 835-840.
彭科, 嵇富海, 单希胜, 等. PBL-CTU教学查房在麻醉科住院医师规范化培训中的应用成效[J]. 中华医学教育探索杂志, 2025, 24(6): 835-840. DOI： 10.3760/cma.j.cn116021-20230825-01594.

Peng Ke, Ji Fuhai, Shan Xisheng, et al. Application effect of problem-based learning-clinical teaching unit teaching rounds in standardized residency training for anesthesiology[J]. Chinese journal of medical education research, 2025, 24(6): 835-840. DOI： 10.3760/cma.j.cn116021-20230825-01594.

摘要

目的

探讨以问题为基础的教学（problem-based learning， PBL）结合临床教学单元（clinical teaching unit，CTU）的教学查房在麻醉科住院医师规范化培训（简称住培）中的应用成效。

方法

纳入苏州大学附属第一医院麻醉科住培学员40名，随机分为研究组和对照组，每组20名。在第一阶段（第1~4个月），研究组采用PBL-CTU教学查房

（包括以PBL为导向和以CTU为单位），对照组采用常规模式教学查房；在第二阶段（第5~8个月），两组均采用PBL-CTU教学查房。对比分析两组学员的一般资料、第一阶段和第二阶段的理论知识和技能操作考核成绩、教学效果满意度问卷调查结果。采用SPSS 24.0统计软件进行统计学分析，计量资料进行

检验，计数资料进行卡方检验。

结果

两组学员在年龄、性别、学历、住培年资、研究前的综合能力考核方面，差异无统计学意义。第一阶段培训后，研究组的理论知识考核得分[（85.30±3.39） vs. （81.15±4.66），

=0.003

]

、技能操作考核得分[（83.95±4.37） vs. （79.70±6.20），

=0.017

]

、教学效果问卷满意度中的有效沟通能力（95.00% vs. 65.00%，

=0.048）和团队协作能力（100.00% vs. 65.00%，

=0.013）均显著优于对照组。第二阶段培训后，两组的理论知识考核得分高于第一阶段[研究组：（89.30±4.12） vs. （85.30±3.39），

=0.002；对照组：（88.90±3.49） vs. （81.15±4.66），

0.001

]

，技能操作考核得分也高于第一阶段[研究组：（88.40±4.84） vs. （83.95±4.37），

=0.004；对照组：（86.20±4.98） vs. （79.70±6.20），

=0.001

]

，教学效果问卷调查均达到较高的满意度（95.00%~100.00%），第二阶段后的各个指标在两组间差异无统计学意义。

结论

相较于传统的常规教学查房，PBL-CTU教学查房在提升住培医师理论水平和临床操作能力方面有显著优势，提高了教学查房质量。经过两个阶段的教学，所有住培医师都取得较好的学习成果。

Abstract

Objective

To investigate the application effect of teaching rounds with problem-based learning (PBL) and clinical teaching unit (CTU) in standardized residency training for anesthesiology.

Methods

A total of 40 resident trainees in Department of Anesthesiology

The First Affiliated Hospital of Soochow University

were randomly divided into research group and control group

with 20 trainees in each group. In the first stage (1-4 months)

the trainees in the research group received PBL-CTU teaching rounds

and those in the control group received conventional teaching rounds; in the second stage (5-8 months)

both groups received the PBL-CTU teaching rounds. The two groups were compared in terms of general information

assessment results of theoretical knowledge and skill operation in the first and second stages

and questionnaire survey of the degree of satisfaction with teaching. SPSS 24.0 was used for statistical analysis;

the

-test was used for continuous data

and the chi-square test was used for categorical data.

Results

There were no significant differences between the two groups in terms of age

sex

educational level

residency grade

and comprehensive ability assessment before the study. After the first stage of training

compared with the control group

the research group had significantly better theoretical assessment score [(85.30±3.39) vs. (81.15±4.66)

=0.003

]

skill assessment score [(83.95±4.37) vs. (79.70±6.20)

0.017

]

and effective communication ability (95.00% vs. 65.00%

=0.048) and team collaboration ability (100.00% vs. 65.00%

=0.013) in questionnaire survey of the degree of satisfaction with teaching. After the second stage of training

both groups had significant increases in theoretical assessment score [the research group: (89.30±4.12) vs. (85.30±3.39)

=0.002; the control group: (88.90±3.49) vs. (81.15±4.66)

0.001

]

and skill assessment score [the research group: (88.40±4.84) vs. (83.95±4.37)

=0.004; the control group: (86.20±4.98) vs. (79.70±6.20)

=0.001

]

and the questionnaire survey showed that a relatively high degree of satisfaction (95.00%-100.00%) was achieved for teaching effect

while there were no significant differences in each indicator between the two groups.

Conclusions

Compared with conventional teaching rounds

PBL-CTU teaching rounds significantly improve the levels of theoretical knowledge and clinical operation ability and enhance the quality of teaching rounds. All residents have achieved satisfactory learning outcomes and progress after the two stages of teaching activities.

关键词

Keywords

references

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