CBL联合标准化患儿家属模拟教学在儿科实习教学中的应用研究

Application of CBL Combined with Standardized Family Member Simulation Teaching in Pediatric Internship Training

摘要: 目的：评估案例教学法(Case-Based Learning, CBL)联合标准化患儿家属模拟教学模式对提升儿科实习教学质量的临床价值。方法：纳入2023年7月至2025年6月在上海市闵行区中心医院儿科完成临床实习的76名临床医学专业实习生，采用随机数字表法分为观察组与对照组，每组38名。对照组沿用传统带教路径，观察组实施CBL联合标准化患儿家属模拟教学干预。实习周期结束后，比较两组在理论考核成绩、临床操作技能评分、医患沟通能力量表得分、批判性思维能力测评结果及教学满意度维度的组间差异。结果：观察组理论考核成绩(89.12 ± 4.15)分、临床操作技能评分(90.76 ± 3.78)分，均优于对照组的(78.95 ± 5.08)分、(81.89 ± 4.45)分(t = 9.015、8.326，均P < 0.001)；观察组医患沟通能力总分(90.37 ± 4.12)分、批判性思维能力总分(361.57 ± 18.12)分，高于对照组的(73.56 ± 5.78)分、(316.31 ± 20.25)分，各维度组间差异均具有统计学意义(P < 0.001)；观察组教学满意度94.74% (36/38)，高于对照组73.68% (28/38) (χ² = 6.248, P = 0.012)。结论：CBL联合标准化患儿家属模拟教学模式可有效提升儿科实习生的专业理论水平、临床操作能力、医患沟通能力及批判性思维能力，显著提高教学满意度，具备临床推广价值。

Abstract: Objective: To evaluate the clinical value of Case-Based Learning (CBL) combined with standardized family member simulation teaching model in improving the quality of pediatric internship teaching. Methods: A total of 76 clinical medicine interns who completed clinical practice in the Department of Pediatrics, Minhang District Central Hospital of Shanghai from July 2023 to June 2025 were enrolled and divided into observation group and control group by random number table method, with 38 interns in each group. The control group received traditional teaching mode, while the observation group was given the combined intervention of CBL and standardized family member simulation teaching. At the end of the internship, intergroup differences in theoretical examination scores, clinical operation skill scores, doctor-patient communication ability scale scores, critical thinking ability assessment results and teaching satisfaction were compared between the two groups. Results: The theoretical examination score (89.12 ± 4.15) and clinical operation skill score (90.76 ± 3.78) of the observation group were significantly higher than those of the control group [(78.95 ± 5.08), (81.89 ± 4.45)] (t = 9.015, 8.326, all P < 0.001). The total scores of doctor-patient communication ability (90.37 ± 4.12) and critical thinking ability (361.57 ± 18.12) in the observation group were higher than those in the control group [(73.56 ± 5.78), (316.31 ± 20.25)], with statistically significant intergroup differences in all dimensions (P < 0.001). The teaching satisfaction rate of the observation group was 94.74% (36/38), which was higher than 73.68% (28/38) of the control group (χ² = 6.248, P = 0.012). Conclusion: The teaching model combining CBL and standardized family member simulation teaching can effectively improve pediatric interns’ theoretical knowledge, clinical operational proficiency, doctor-patient communication skills and critical thinking ability, and significantly boost teaching satisfaction, which is worthy of clinical promotion.