情景模拟工作坊在儿科带教中的应用——以热性惊厥为例

The Application of Scenario Simulation Workshops in Pediatric Teaching—Taking Febrile Convulsions as an Example

摘要: 目的：以热性惊厥为例比较在儿科实习带教中情景模拟工作坊与统教学模式的应用效果。方法：选择在2022年7月~2023年7月在我科实习的临床医学专业的本科实习生94名，随机分为2组，即情景模拟工作坊教学的实验组及传统模式的对照组组，每组人员均为47例，采用理论考试与技能操作评分表及学生满意度调查问卷对比不同教学模式的教学效果。结果：实验组笔试成绩(51.31 ± 4.52)，与对照组笔试成绩(50.11 ± 5.49)差别无统计学意义(P > 0.05)；但实验组技能操作(33.67 ± 3.51)高于对照组(28.42 ± 4.23)，差异有统计学意义(P < 0.05)；实验组中认为情景工作坊方式的教学可以提高学习兴趣的有44例，可以提高临床思维的有44例，可以提高实操能力43例，可以提高医患沟通能力42例，提高团队合作能力40例，均高于对照组，差异有统计学意义(P < 0.05)；实验组对师生互动满意为87.2%，对教学方法满意率为91.5%，均高于对照组，差异有统计学意义(P < 0.05)。结论：情景模拟工作坊的教学方式可显著提高儿科实习教学中的急诊急救能力培训、医患沟通能力培训、巩固理论知识、提升临床实践技能能力。

Abstract: Objective: To compare the application effects of scenario simulation workshops and traditional teaching models in pediatric internship teaching using febrile convulsions in children as an example. Methods: Ninety-four undergraduate interns majoring in clinical medicine who completed their internship in our department from July 2022 to July 2023 were selected. They were randomly divided into two groups: an experimental group receiving teaching through scenario simulation workshops and a control group receiving teaching through traditional methods. Each group consisted of 47 participants. The educational effects of different teaching models were compared using theoretical exam scores, skill operation scores, and student satisfaction survey questionnaires. Results: The written exam scores in the experimental group (51.31 ± 4.52) showed no statistically significant difference compared to the control group (50.11 ± 5.49) (P > 0.05); however, the skill operation scores in the experimental group (33.67 ± 3.51) were higher than those in the control group (28.42 ± 4.23), with a statistically significant difference (P < 0.05). Forty-four participants in the experimental group believed that the scenario workshop teaching method could enhance learning interest, 44 believed it could improve clinical thinking, 43 believed it could enhance practical skills, 42 believed it could improve doctor-patient communication skills, and 40 believed it could enhance teamwork skills, all of which were higher than those in the control group, with statistically significant differences (P < 0.05). The satisfaction rates for teacher-student interaction and teaching methods were 87.2% and 91.5%, respectively, in the experimental group, both higher than those in the control group, with statistically significant differences (P < 0.05). Conclusion: The teaching method of scenario simulation workshops can significantly enhance the training of emergency and first aid abilities, doctor-patient communication skills, consolidate theoretical knowledge, and improve clinical practical skills in pediatric internship teaching.