在中国八年制妇产科学专业学生轮转体系中应用“设想-设计-实施-运行”结合基于问题的学习教学方法。

The application of the conceive-design-implement-operate combined with the problem-based-learning teaching method in an 8-year rotation system for obstetrics students in China.

作者信息

Chao Xiaopei, Li Xiaoyan

机构信息

Department of Obstetrics and Gynecology, Chinese Academy of Medical Sciences & Peking Union Medical College Hospital, Shuaifuyuan No. 1, Dongcheng District, Beijing, 100730, China.

National Clinical Research Center for Obstetric & Gynecologic Diseases, Beijing, China.

出版信息

BMC Med Educ. 2025 Jul 18;25(1):1077. doi: 10.1186/s12909-025-07646-1.

DOI:10.1186/s12909-025-07646-1

PMID:40682032

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12272961/

Abstract

OBJECTIVE

This pilot study aimed to assess the effectiveness of conceive-design-implement-operate (CDIO) combined with the problem-based learning (PBL) teaching method in obstetrics students of an eight-year rotation system, focusing on clinical theory and practical skills at Peking Union Medical College Hospital in China.

METHODS

This prospective study enrolled eight-year medical students with no prior obstetrics experience between September 2021 and April 2022. Participants were assigned to either the CDIO-PBL teaching group or the traditional teaching group. The mastery of theoretical knowledge was evaluated using a self-assessment questionnaire, while clinical skills were assessed through Direct Observation of Procedural Skills (DOPS). Statistical analyses, including t-tests, Mann-Whitney U tests, and chi-square tests, were conducted to compare the proficiency in theoretical knowledge and clinical skills between the two groups.

RESULTS

A total of 91 students participated in the assessment of theoretical knowledge competency, with 49 assigned to the PBL + CDIO group and 42 to the traditional learning group. For the procedural skills evaluation, 55 students were enrolled, including 30 from the intervention group and 25 from the control group. No significant differences were observed in the demographic characteristics between the two groups. Regarding theoretical learning, the PBL method significantly increased the proportion of students who rated their experience as "agree" or "totally agree," rising from 68.5 to 92.2% (P < 0.001). Additionally, the CDIO teaching method demonstrated a significant improvement in obstetric procedural skills, with P < 0.001 across all evaluation criteria.

CONCLUSION

The combination of CDIO and PBL is an effective and satisfactory methodology for obstetric teaching, including theoretical learning and clinical skills.

摘要

目的

本试点研究旨在评估构思-设计-实施-运行（CDIO）与基于问题的学习（PBL）教学方法相结合，在中国北京协和医院八年制轮转体系的妇产科学专业学生中，对临床理论和实践技能的教学效果。

方法

本前瞻性研究纳入了2021年9月至2022年4月期间没有妇产科学经验的八年制医学生。参与者被分配到CDIO-PBL教学组或传统教学组。使用自我评估问卷评估理论知识的掌握情况，同时通过直接观察操作技能（DOPS）评估临床技能。进行统计分析，包括t检验、曼-惠特尼U检验和卡方检验，以比较两组在理论知识和临床技能方面的熟练程度。

结果

共有91名学生参与了理论知识能力评估，其中49名被分配到PBL+CDIO组，42名被分配到传统学习组。对于操作技能评估，共纳入55名学生，其中干预组30名，对照组25名。两组在人口统计学特征上没有显著差异。在理论学习方面，PBL方法显著提高了将学习体验评为“同意”或“完全同意”的学生比例，从68.5%提高到92.2%（P<0.001）。此外，CDIO教学方法在产科操作技能方面有显著提高，在所有评估标准中P<0.001。