Simulation-Based Learning Combined with Case and Problem-Based Learning in the Clinical Education of Joint Surgery

作者全名："Peng, Yang; Yang, Liu; Qi, Aiping; Zhang, Lei; Xiong, Ran; Chen, Guangxing"

作者地址："[Peng, Yang; Yang, Liu; Xiong, Ran; Chen, Guangxing] Army Med Univ, Third Mil Med Univ, Southwest Hosp, Ctr Joint Surg, Chongqing, Peoples R China; [Qi, Aiping; Zhang, Lei] Army Mil Med Univ, Grad Sch, Third Mil Med Univ, Chongqing, Peoples R China; [Chen, Guangxing] Army Med Univ, Third Mil Med Univ, Southwest Hosp, Ctr Joint Surg, 30 Gaotanyan St, Chongqing 400038, Peoples R China"

通信作者："Chen, GX (通讯作者)，Army Med Univ, Third Mil Med Univ, Southwest Hosp, Ctr Joint Surg, Chongqing, Peoples R China.; Chen, GX (通讯作者)，Army Med Univ, Third Mil Med Univ, Southwest Hosp, Ctr Joint Surg, 30 Gaotanyan St, Chongqing 400038, Peoples R China."

来源：JOURNAL OF SURGICAL EDUCATION

ESI学科分类：SOCIAL SCIENCES, GENERAL

WOS号：WOS:001009179500001

JCR分区：Q1

影响因子：2.6

年份：2023

卷号：80

期号：6

开始页：892

结束页：899

文献类型：Article

关键词：simulation-based learning; case and prob-lem-based learning; joint surgery; clinical teaching

摘要："OBJECTIVE: Traditional education of clinical training mainly relies on a single mode of lecture-based learning (LBL), in which the teacher lectures and the students lis-ten, and the teaching effect is often unsatisfactory. This study aims to explore the effect of simulation-based learning (SBL) combined with case and problem-based learning (CPBL) teaching mode in the clinical education of joint surgery. DESIGN: Through objective evaluation of joint surgery students' theoretical knowledge and clinical skills, and subjective evaluation of teaching quality by anonymous questionnaire, the teaching effects of LBL teaching mode, CPBL teaching mode and SBL combined with CPBL teaching mode in clinical teaching of joint surgery were compared. SETTING AND PARTICIPANTS: Sixty students who par-ticipated in the standardized training of residents in the Center for Joint Surgery, Southwest Hospital, Army Uni-versity, China from March 2020 to September 2021 were selected and randomly divided into groups A, B, and C, with 20 students in each group. Group A adopted tradi-tional LBL mode, group B adopted CPBL mode, and group C adopted SBL combined with CPBL mode. RESULTS: The scores of theoretical knowledge, clinical skills and total score of group C were (86.40 +/- 9.76), (92.15 +/- 4.49), (88.70 +/- 5.75) points respectively, which were significantly higher than (78.80 +/- 10.50), (86.60 +/- 8.79), (81.92 +/- 6.97) points in group B, and (80.50 +/- 6.64), (85.35 +/- 7.99), (82.44 +/- 5.97) points in group A, the difference was statistically significant (p <0.05). The scores of 5 self-evaluation items, i.e., learning interest, self-learning ability, problem-solving ability, clinical skills and comprehensive competency were (18.90 +/- 1.22), (18.85 +/- 1.01), (18.75 +/- 1.13), (18.90 +/- 1.22), (18.50 +/- 1.02), (18.80 +/- 0.81) points in group C, which were higher than (15.90 +/- 1.41), (14.30 +/- 2.47), (13.95 +/- 2.01), (14.50 +/- 1.63), (14.70 +/- 1.38) points in group B, and (11.65 +/- 2.90), (10.05 +/- 1.69), (9.75 +/- 1.67), (14.35 +/- 1.90), (12.75 +/- 2.12) points in group A, the difference was statistically significant (p <0.05). The satisfaction of students in group C (95.00%) was signifi-cantly better than that in group B (80.00%) and group A (65.00%), and the difference was statistically significant (p < 0.05). CONCLUSION: SBL combined with CPBL teaching mode can effectively improve the theoretical knowledge and clinical skills of the students, which could improve self-assessment and teaching satisfaction rate, and is worthy of application and promotion in the clinical teaching of joint surgery. (J Surg Ed 80:892-899. (c) 2023 Associa-tion of Program Directors in Surgery. Published by Elsev-ier Inc. All rights reserved.)"

基金机构：2021 Research Programs on Education and Training Reform of Army Medical University [2021B17]

基金资助正文：This study is supported by the 2021 Research Programs on Education and Training Reform of Army Medical University (No. 2021B17)