目的 通过评估非直属附属医院临床教学质量的影响因素,探讨保障非直属附属医院同质化教学的方法。方法 将实习同学分为院校组和混合组两组,运用德尔菲法调查法对非直属附属医院临床教学过程中所遇到的困难进行分析,并提出教学改革的意见和评价。结果 得出的调查结论对教师、学生、医院教学管理人员和学校教学管理人员都提出了更高的要求,可以为达到同质化教学提供参考。结论 有针对性的开展临床教学工作,变被动教学为主动的教与学,使临床教学达到同质化,从而达到更佳的教学效果。

Objective To explore the methods of guaranteeing homogeneity teaching in Non-affiliated hospitals by assessing the factors affecting the quality of clinical teaching in Non-affiliated hospitals. Methods Divide the students into two groups:college group and mixed group,to meet the process of clinical teaching in Non-affiliated hospitals in difficulty were analyzed by using the Delphi survey method, and put forward opinions and evaluation. Results the survey findings put forward higher requirements for teachers, students, hospital teaching administrators and school teaching administrators, which can provide references for achieving homogeneity teaching. Conclusion targeted clinical teaching should be carried out to change passive teaching into active teaching and learning, so that clinical teaching can be homogenized, so as to achieve better teaching effect.

目的 分析全科医学教学中应用第三方满意度调查,结合学生需求的实践效果。方法 2016年3—12月接收全科医学学生者60例,按照常规方法进行,2017年3—12月全科医学学生62例,教学中应用第三方满意度调查结合学生需求方法,观察教学效果。结果 第二年时,学生期末考试总成绩、病例题成绩、实习报告成绩,课外自学时间、利用网络自学时间、与他人讨论学习时间,教学效果总体评分、课间实习评分均高于第一年,差异有统计学意义(P＜0.05)。结论 全科医学教学中应用第三方满意度调查结合学生需求方法后,可有效的提升教学效果,增强学生的自学能力及自学意识。

Objective To analyze the practical effect of applying the third party satisfaction survey to the needs of the students in the teaching of general medicine. Methods From March 2016 to December 2016, 60 cases of general practice medical students were enrolled. According to the routine method, 62 cases of general medical students from March 2017 to December 2017 were selected. Third party satisfaction survey and student demand method were applied in teaching, and the teaching effect was observed. Results In th second year, students' final exam scores, the total score, case questions internship report scores, extracurricular self-study time, self-study time, learning time, using the network to discuss with othersthe teaching effect of practice during the total score, all above were higher than the first year, there was significant difference (P<0.05). Conclusion The application of third party satisfaction survey combined with students' needs method in general practice teaching may effectively improve teaching effect; enhance students' self-learning ability and self-learning consciousness.

目的 探讨多种教学模式在加强医学生人文素养、沟通意识和沟通能力中的作用。方法 考察多种教学模式培养的临床学生(教学组)和传统模式培养的临床学生(对照组)在人文关怀、沟通技巧、职业素养、医患关系等方面的理论知识和病史询问为主的实践考核情况,并进行对比。结果 多种教学模式培养的临床学生在人文关怀、沟通技巧、职业素养、医患关系方面的理论成绩分别为(21.03±2.00、20.78±2.11、21.01±2.12、20.91±2.07),病史询问成绩为(16.03±2.13)分,传统模式培养的临床学生在人文关怀、沟通技巧、职业素养、医患关系方面的理论成绩分别为(20.29±2.26、19.84±2.33、20.24±2.49、20.05±2.32),病史询问成绩(14.89±2.43)分,均较多种模式培养组分数低,两组对比差异均有统计学意义(P<0.05)。结论 在神经病学教学中采用多种教学模式对提高学生沟通能力及人文素养有良好的效果。

目的 探索在神经外科护理教学中使用周期目标教学模式对学生理论知识、护理技能的作用与意义。方法 采用统一标准百分制操作与理论考核,比较周期目标教学模式和一对一带教模式下护理学生护理理论与技能掌握、应用的差异。结果 实验组学生理论考核和操作考核成绩比一对一带教学生成绩高。结论 周期目标教学模式使学生的实习思路清晰,提高了学生实习的积极主动性;实习目标明确,促进了护生在专科技能操作上的提高。对提高我科护理教学质量起到积极的促进作用。

      目的   探讨基于迷你临床演练评估（Mini-CEX）的可视化思维导图联合案例教学在全科住院医师规范化培训中的应用效果。方法   选取参加全科住院医师规范化培训的52例学员并分为试验组（n=26）和对照组（n=26）。对照组采取以案例讲授为主的传统教学模式，试验组采取基于Mini-CEX的可视化思维导图联合案例教学模式。对比两组Mini-CEX评分、考核成绩及教学满意度。结果   试验组Mini-CEX测评的问诊技巧、体格检查、临床判断、诊治能力、技能操作及整体表现得分均高于对照组（P＜0.05）。试验组理论知识［（86.89±4.75）分 vs （82.96±4.87分）］、专业技能［（84.20±3.46）分 vs （70.18±4.93）分］及病历书写成绩［（80.64±5.26）分 vs （75.58±5.94）分］均高于对照组（t分别为2.678、13.685、2.764，P分别为0.009、＜0.001、0.007）。试验组住院医师教学满意度高于对照组（P＜0.05）。结论   基于Mini-CEX的可视化思维导图联合案例教学模式用于全科住院医师规范化培训，有助于提高教学效果及教学满意度。

       Objective  To evaluate the effect of visual mind mapping combined with case teaching based on mini-clinical evaluation exercise（Mini-CEX）for standardized training of general practitioners．Methods  A total of 52 students who participated the standardized training of general practitioners were selected and divided into an experimental group（n=26）and a control group（n=26）．The control group adopted the traditional teaching mode based on case teaching and the experimental group adopted the visual mind mapping combined with case teaching based on Mini-CEX．The Mini-CEX score，assessment  results and teaching satisfaction of two groups were compared．Results  The interrogation skills，physical examination，clinical judgment，diagnosis and treatment ability，skill operation and overall performance of Mini-CEX in experimental group were higher than control group（P＜0.05）．Theoretical knowledge score（［86.89±4.75］ vs ［82.96±4.87］），professional skills score（［84.20±3.46］ vs［70.18±4.93］）and medical record writing score（［80.64±5.26］ vs ［75.58±5.94］）of experimental groups were higher than control group（t=2.678，13.685，2.764，P=0.009，＜0.001，0.007）．The teaching satisfaction of residents in experimental group was higher than control group（P＜0.05）．Conclusions  The visual mind mapping combined with case teaching based on Mini-CEX for standardized training of general practitioners is helpful to improve teaching effect and teaching satisfaction．

       目的   分析结核专科医院医学生特征及管理配合度影响因素，为进一步提升医学生管理配合提供参考。方法   选择在院511名医学生进行基本情况采集及问卷调查，以问卷打卡次数及打卡时间评估医学生的管理配合度，并进一步分析其影响因素。结果   进修生、研究生及实习生的性别构成比较差异无统计学意义（P＞0.05），而年龄、专业及学历比较差异有统计学意义（P＜0.05）。医学生的学历与管理配合度无关，而不同年龄、性别、类别、专业医学生的管理配合度比较差异有统计学意义（P＜0.05）。结论   针对结核病专科医院医学生的类别、专业、年龄等不同特征，调整专科医院教学管理方法并实行相应的管理措施，对加强专科教学医院的医学生管理工作具有一定的价值。

       Objective  To analyze the characteristics and the influencing factors of management cooperation of medical students in tuberculosis specialized hospital，providing  reference for further improving the cooperation of medical  students in management．Methods  Five hundred and eleven medical students were selected in the specialized hospital for basic information collection and questionnaire survey，the management cooperation of medical students were evaluated from the frequency and time of questionnaire check-in，and the influencing factors were further analyzed．Results  According to the classification as continuing education students，graduate students and interns，there was no statistical difference in gender，but there were  differences in age，major，and education degree（P＜0.05）．Age，gender，type，and major of the students were all  related to management cooperation（P＜0.05），while the education degree was not related to it． Conclusions  According to the different characteristics of medical students in tuberculosis specialized hospitals，such as their categories，majors and ages，adjusting the teaching management methods in specialized hospitals and implementing management measures have certain reference value for strengthening the management of medical students in specialized teaching hospitals．

       目的   探讨BOPPPS［（导引（B），目标（O），课前测试（P），参与式学习（P），课后测试（P），总结（S）］模式下模块化教学结合模拟演练在创伤急救培训中的应用效果。方法   选取福建省泉州市正骨医院急诊科2022年8月—2024年2月90名护士，随机分为对照组和干预组，每组45名护士。对照组采用传统授课模式进行教学培训；干预组采用BOPPPS模式下模块化教学结合模拟演练进行教学培训。培训结束对两组学员的创伤急救综合理论及单项技能、创伤急救救护综合能力、培训效果满意度进行统计分析。结果   干预组的综合理论成绩为（80.74±6.87）分、单项技能成绩为（92.13±2.26）分，相较于对照组均提高（P＜0.05）。干预组对创伤急救课程的总体满意度：非常同意23例、同意20例，比例均高于对照组（P＜0.05）。干预组的创伤急救救护综合能力如病情评估预判能力，优秀26例、良好15例；护理计划分析实施能力，优秀25例、良好13例；团队协作与资源管理能力，优秀27例、良好15例；情景感知与应变能力，优秀30例、良好11例；综合救护能力，优秀36例、良好5例。显著优于对照组（P＜0.05）。结论  BOPPPS模式下模块化教学结合模拟演练能够提高急诊科护士的综合创伤救护能力，且取得了较高的满意度，值得进一步推广应用。

       Objective  To explore the application effect of modular teaching combined with simulation exercise in trauma 

first aid training under BOPPPS model．Methods  A total of 90 nurses in the emergency department from August 2022 to February 2024 were randomly divided into control group（n=45） and intervention group（n=45）．The control group was trained  by traditional teaching mode．The intervention group was trained by BOPPPS modular teaching combined with simulation exercise．After the training，the comprehensive theory of trauma first aid，individual skills，comprehensive ability of trauma first aid and satisfaction degree of training effect of the two groups of nurses were statistically analyzed．Results  The comprehensive theoretical scores and single skill scores of the intervention group were significantly improved compared with the control group（P＜0.05）．The satisfaction degree of trauma first aid training in the intervention group was significantly higher than that in the control group（P＜0.05）．The comprehensive ability of trauma first aid in the intervention group was significantly better than that in the control group（P＜0.05）．Conclusions  The combination of modular teaching and  simulation exercise in BOPPPS model can improve the comprehensive trauma rescue ability of nurses in emergencydepartment，and has obtained a high degree of satisfaction，which is worthy of further popularization and application．

       目的   对该培训基地师资2021—2023年教学能力进行评价，了解和分析“1+3+n”的院级督导推行前的2021年、“1+3+n”的院级督导推行后的 2022年、2023年师资的教学能力变化。方法   采用问卷调查法收集评价数据，采用SPSS.27.0对教学评价资料进行统计分析，采用净推荐值计算教学口碑，对多年度结果进行纵向比较分析。结果  2021—2023年教学评价次数共5 483次；2021—2023年对师资教学设计能力评价由实施前的8.8提高到9.6、教学实施能力由实施前的9.0提高到9.5、教学热情由实施前的9.0提高到10.0、时间投入由实施前的9.3提高到10.0，不同年份组间比较的差异均有统计学意义（P＜0.001）；课程净推荐值由实施前的60.5%提高到81.3%，师资课程推荐者占比由实施前的65.5%提高到83.2%，贬损者占比由实施前的5.0%降低到1.9%，差异有统计学意义（χ ² =175.4，P＜0.001）。结论   “1+3+n”院级督导模式的相关举措，对师资教学能力的提高具有促进作用，且该促进作用持续存在，师资教学能力逐年递增。

    Objective  To evaluate the teaching ability change of teachers  from 2021 to 2023，including of teachers’ teaching ability in 2021 before the implementation of "1+3+n" college-level supervision，and in  2022  and  2023  after the implementation of "1+3+n" college-level supervision．Methods  Questionnaire survey was used to collect evaluation data，SPSS.27.0 was used to make statistical analysis of teaching evaluation data，and NPS（Net Promoter Score）was used to evaluate teaching quality．Results  From 2021 to 2023，there were 5483 teaching evaluations．From 2021 to 2023，teaching design ability evaluation score increased from 8.8 before the implementation to 9.6，teaching implementation ability evaluation score increased from 9.0 before the implementation to 9.5，teaching enthusiasm evaluation score increased from 9.0 before the implementation to 10.0，time investment evaluation score increased from 9.3 before the implementation to 10.0，and the differences between different years were statistically significant（P＜0.001）．The courses quality increased from 60.5% before the implementation to 81.3%，and the proportion of teachers' course recommenders has increased from 65.5% before the implementation to 83.2%，while the proportion of detractors has decreased from 5.0% before the implementation to 1.9%，with statistical significance（χ ² =175.4，P＜0.001）．Conclusions  The measures of "1+3+n" college-level supervision mode promote the improvement of teachers’ teaching ability，the promotion effect persists，and the teaching ability increases year by year．