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    朱玉, 柯希权, 薛永举, 邓敏, 汪强武, 李大鹏, 王启之, 汪建超. 基于认知负荷理论的消化内镜教学模式在住院医师规范化培训中的实践及体会[J]. 蚌埠医科大学学报, 2020, 45(6): 818-820, 824. DOI: 10.13898/j.cnki.issn.1000-2200.2020.06.032
    引用本文: 朱玉, 柯希权, 薛永举, 邓敏, 汪强武, 李大鹏, 王启之, 汪建超. 基于认知负荷理论的消化内镜教学模式在住院医师规范化培训中的实践及体会[J]. 蚌埠医科大学学报, 2020, 45(6): 818-820, 824. DOI: 10.13898/j.cnki.issn.1000-2200.2020.06.032
    shu
    ZHU Yu, KE Xi-quan, XUE Yong-ju, DENG Min, WANG Qiang-wu, LI Da-peng, WANG Qi-zhi, WANG Jian-chao. Practice and experience of teaching mode of digestive endoscopy based on cognitive load theory in the standardized training of resident physicians[J]. Journal of Bengbu Medical University, 2020, 45(6): 818-820, 824. DOI: 10.13898/j.cnki.issn.1000-2200.2020.06.032
    Citation: ZHU Yu, KE Xi-quan, XUE Yong-ju, DENG Min, WANG Qiang-wu, LI Da-peng, WANG Qi-zhi, WANG Jian-chao. Practice and experience of teaching mode of digestive endoscopy based on cognitive load theory in the standardized training of resident physicians[J]. Journal of Bengbu Medical University, 2020, 45(6): 818-820, 824. DOI: 10.13898/j.cnki.issn.1000-2200.2020.06.032
    shu

    基于认知负荷理论的消化内镜教学模式在住院医师规范化培训中的实践及体会

    Practice and experience of teaching mode of digestive endoscopy based on cognitive load theory in the standardized training of resident physicians

      摘要
    • 摘要:
      目的探讨基于认知负荷理论的消化内镜教学模式在住院医师规范化培训中的应用效果。
      方法选取在消化内镜室接受规范化培训的66名住院医师为研究对象，随机均分为传统组与研究组。传统组采取传统教学模式，研究组采取基于认知负荷理论的教学模式，通过基础知识测试、临床病例测试和问卷测评三个方面，比较2种教学模式的教学效果。
      结果基础知识测试方面，研究组的总成绩以及在操作知识、临床运用层次的得分均明显高于传统组（P < 0.01），而在基本理论层次的得分2组比较差异无统计学意义（P>0.05）；临床病例测试成绩2组比较差异无统计学意义（P>0.05）；问卷测评显示，研究组在学习兴趣和动机、自主学习能力、临床思维建立、医学人文情怀培养、与老师的互动、团队精神培养6个方面满意度均显著高于传统组（P < 0.05~P < 0.01）。
      结论基于认知负荷理论的教学模式可以有效加强住院医师对消化内镜基础和临床知识的掌握，提高其对规范化培训教学过程的满意度，有利于提升规范化培训的效果和质量。

       

      Abstract:
      ObjectiveTo explore the effects of teaching mode of gastrointestinal endoscopy based on cognitive load theory in the standardized training of resident physicians.
      MethodsSixty-six residents with standardized training in the gastrointestinal endoscopy room were randomly divided into the traditional group and research group.The research group was trained with the teaching mode based on cognitive load theory, while the traditional group was trained with the traditional teaching mode.The teaching effects between two groups were compared with basic knowledge test, clinical case test and questionnaire evaluation.
      ResultsIn terms of the basic knowledge test, the total score, and scores of operational knowledge and clinical application in research group were significantly higher than those in traditional group(P < 0.01), while the difference of the score of basic theory between two groups was not statistical significant(P>0.05).The difference of the score of clinical case test between two groups was not statistically significant(P>0.05).The results of questionnaire showed that the degrees of satisfaction of learning interest and motivation, independent learning ability, clinical thinking establishment, medical humanistic feelings cultivation, interaction with teachers, and team spirit cultivation in research group were significantly higher than those in traditional group(P < 0.05 to P < 0.01).
      ConclusionsThe application of the teaching mode based on cognitive load theory in the teaching of gastrointestinal endoscopy can effectively strengthen the basic and clinical knowledge of digestive endoscopy of resident physicians, improve their satisfaction with the standardized training and teaching process, and promote the effect and quality of standardized training.

       

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