案例导向学习联合情景模拟对血液病科规培医师临床综合能力的影响

The Impact of Case-Based Learning Combined with Scenario Simulation on the Clinical Comprehensive Ability of Training Physicians in the Hematology Department

摘要: 目的：探讨案例导向学习联合情景模拟教学在血液病科住院医师规培中的应用效果。方法：选择2023年1月~2025年8月在我院血液病科规培医师36例。按照随机分组的方式分为对照组和实验组，各18例。对照组采取常规教学，实验组采取案例导向学习联合情景模拟，对比不同教学方式对规培医师的教学效果。结果：实验组医师在疾病诊断标准、治疗原则、治疗方案选择及不良反应处理等理论知识掌握情况上均优于对照组(P < 0.05)。实验组医师独立完成病史分析、实验室检查结果解读、诊断及鉴别诊断思路阐述、治疗方案制定等临床思维能力上均优于对照组(P < 0.05)。实验组医师的信息传递准确性、共情能力、应对家属提问能力、沟通效率等医患沟通能力评分上均优于对照组(P < 0.05)。结论：案例导向学习联合情景模拟教学应用于血液病科住院医师规培可显著提升规培医师理论知识掌握、临床思维及医患沟通能力值得推广。

Abstract: Objective: To explore the application effect of case-based learning combined with scenario simulation teaching in the standardized training of hematology resident physicians. Method: Thirty-six physicians trained in the Hematology Department of our hospital from January 2023 to August 2025 were selected. Divided into a control group and an experimental group according to random grouping, with 18 cases in each group. The control group adopted conventional teaching, while the experimental group adopted case-based learning combined with scenario simulation, to compare the teaching effects of different teaching methods on the training of physicians. Result: The experimental group physicians had better theoretical knowledge in disease diagnosis criteria, treatment principles, treatment plan selection, and adverse reaction management than the control group (P < 0.05). The clinical thinking abilities of the experimental group physicians, including independent completion of medical history analysis, interpretation of laboratory test results, explanation of diagnosis and differential diagnosis ideas, and formulation of treatment plans, were superior to those of the control group (P < 0.05). The accuracy of information transmission, empathy, ability to respond to family questions, and communication efficiency of the physicians in the experimental group were all better than those in the control group in terms of doctor-patient communication ability scores (P < 0.05). Conclusion: The application of case-based learning combined with scenario simulation teaching in the training of hematology resident physicians can significantly improve their theoretical knowledge mastery, clinical thinking, and doctor-patient communication skills, which is worth promoting.