基于岗位胜任力评估翻转课堂联合PBL教学模式在整复外科住院医师规范化培训中的应用效果

The Application Effect of the Flipped Classroom Combined with PBL Teaching Mode Based on Position Competency in the Residents Standardized Training of Plastic and Reconstructive Surgery

摘要: 目的：基于岗位胜任力，探索及评估翻转课堂联合PBL教学模式在整复外科住院医师规范化培训临床教学中应用效果。方法：选取2022年7月~2025年02月在整形与创面修复外科轮转的42名学员作为研究对象，在入科时将学员随机分为翻转课堂联合PBL教学组(实验组)和传统教学组(对照组)，每组21名。在规培轮转结束后进行出科考试和技能操作考核，随机选取1例患者实时进行病史采集、病历书写、案例分析并制定诊疗方案，带教老师对规培生进行岗位胜任力综合测试评估和主观满意度统计，并比较两组教学模式的教学效果。结果：两组学员一般资料比较，无统计学意义(P > 0.05)；岗位胜任力综合测试评估结果显示，较对照组，实验组规培生的专业知识掌握程度、临床技能水平、沟通能力、临床思维能力、自主学习能力、科学研究能力和医生职业素养均有显著提升，差异有统计学意义(P < 0.05)。同时，实验组规培生对教学模式的满意度较高，差异有统计学意义(P < 0.05)。认为实验组教学模式有助于调动学习积极性、激发学习兴趣。结论：翻转课堂联合PBL教学模式有利于提升自主学习能力和临床思维能力，在岗位胜任力综合评估中具有显著优势，获得了较高的满意度。

Abstract: Objective: To explore and evaluate the application effect of flipped classroom combined with problem-based learning (PBL) teaching mode in the clinical teaching of standardized training of residents in plastic surgery based on post competency. Methods: A total of 42 students in the rotation of plastic and wound repair surgery from July 2022 to February 2025 were selected as the research objects. The students were randomly divided into the flipped classroom combined with PBL teaching group (experimental group) and the traditional teaching group (control group), with 21 students in each group. One patient was randomly selected for medical history collection, medical record writing, case analysis and diagnosis and treatment plan in real time. The teachers evaluated the post competency of the residents and counted the subjective satisfaction, and compared the teaching effects of the two teaching models. Results: There was no significant difference in general information between the two groups (P > 0.05). The comprehensive evaluation results of post competency showed that compared with the control group, the mastery of professional knowledge, clinical skills, communication skills, clinical thinking ability, autonomous learning ability, scientific research ability and medical professionalism of the residents in the experimental group were significantly improved, and the differences were statistically significant (P < 0.05). At the same time, the residents in the experimental group were more satisfied with the teaching model, and the difference was statistically significant (P < 0.05). The experimental group teaching model is helpful to arouse learning enthusiasm and stimulate learning interest. Conclusion: The flipped classroom combined with PBL teaching model is conducive to improving the ability of self-learning and clinical thinking, and has significant advantages in the comprehensive evaluation of post competency, which has obtained high satisfaction.