Liu Yanquan, Lian Xiaolan, Chen Xiaojun, Zeng Minjuan, Yin Yue, Lin Jie
The First School of Clinical Medicine, Guangdong Medical University, Dongguan, Guangdong, China.
Fujian Medical University Union Hospital, Fuzhou, Fujian, China.
Front Med (Lausanne). 2024 Oct 18;11:1442099. doi: 10.3389/fmed.2024.1442099. eCollection 2024.
To explore the application value of bridge-in, learning objective, pre-assessment, participatory learning, post-assessment, and summary (BOPPPS) model combined with situational teaching method in the clinical teaching of intensive care unit (ICU), and to provide experience for the reform of ICU clinical teaching and standardized training of intensive medicine.
A randomized trial was conducted using a multi-center, prospective cohort study. A total of 293 residential physicians in ICU of Fujian Medical University Union Hospital, the Affiliated Hospital of Putian University and the First Affiliated Hospital of Gannan Medical University from January 2021 to December 2023 were selected as subjects, and the residential physicians in ICU in each medical center were divided into control group and experimental group using random number table method. The control group adopted bedside teaching and demonstration teaching method, and the experimental group adopted BOPPPS model combined with situational teaching method. Clinical teaching performance was evaluated by ICU admission examination, and study process questionnaire (SPQ) and the critical thinking disposition inventory-Chinese version (CTDI-CV) was used to evaluate the learning motivation and critical thinking ability of the two groups. At the same time, the effect evaluation and satisfaction questionnaire of ICU training (EESQ) was used to evaluate the teaching satisfaction.
The scores of the experimental group in ICU theoretical knowledge, clinical thinking and skills, and the treatment of clinical critical cases were higher than those of the control group [(87.31 ± 13.15), (92.86 ± 12.35), (81.45 ± 11.28)] vs. [(83.94 ± 12.73), (88.37 ± 12.61), (78.83 ± 10.47)], the difference between the two groups was statistically significant ( < 0.05). The scores of surface motivation, deep motivation, achievement motivation and SPQ total scores of the experimental group were all higher than those in control group ( < 0.05), and the scores of seek truth, open mind, analytical ability, systematic ability, self-confidence of critical thinking and intellectual curiosity of the experimental group were also higher than those in the control group, and the CTDI total score was statistically significant ( < 0.05). In addition, the results of the questionnaire showed that the experimental group was better than the control group in terms of learning interest in ICU, improvement of humanistic care and doctor-patient communication ability, improvement of teamwork ability, improvement of job identity, ICU training harvest and satisfaction with teacher style ( < 0.05).
The combination of BOPPPS model and situational teaching method is likely a more effective and helpful which may improve the clinical comprehensive ability and training quality of residential physicians, and it may be worth learning and promoting.
探讨桥接-导入、学习目标、预评估、参与式学习、后评估及总结（BOPPPS）模型联合情景教学法在重症监护病房（ICU）临床教学中的应用价值，为ICU临床教学改革及重症医学规范化培训提供经验。
采用多中心前瞻性队列研究进行随机试验。选取2021年1月至2023年12月福建医科大学附属协和医院、莆田学院附属医院及赣南医学院第一附属医院ICU的293名住院医师作为研究对象，各医学中心ICU住院医师采用随机数字表法分为对照组和试验组。对照组采用床边教学及示范教学法，试验组采用BOPPPS模型联合情景教学法。通过ICU入科考核评估临床教学效果，采用学习过程问卷（SPQ）及中文版批判性思维倾向量表（CTDI-CV）评估两组的学习动机及批判性思维能力。同时，采用ICU培训效果评价及满意度问卷（EESQ）评估教学满意度。
试验组在ICU理论知识、临床思维与技能、临床危急病例处理方面的得分高于对照组[（87.31±13.15）、（92.86±12.35）、（81.45±11.28）] 对比[（83.94±12.73）、（88.37±12.61）、（78.83±10.47）]，两组差异有统计学意义（<0.05）。试验组的表层动机、深层动机、成就动机及SPQ总分均高于对照组（<0.05），试验组在寻求真理、开放思想、分析能力、系统能力、批判性思维自信心及求知欲方面的得分也高于对照组，CTDI总分差异有统计学意义（<0.05）。此外，问卷调查结果显示，试验组在对ICU的学习兴趣、人文关怀及医患沟通能力提升、团队协作能力提升、职业认同感提升、ICU培训收获及对带教老师风格满意度方面均优于对照组（<0.05）。
BOPPPS模型联合情景教学法可能是一种更有效且有益的教学方法，可提高住院医师的临床综合能力及培训质量，值得学习推广。
