Exploration of the value of layered teaching mode in laboratory teaching
分层次带教模式应用于检验科教学中的价值探讨

摘要

目的 探讨分层次带教模式在检验科临床教学中的应用效果。方法 选取2019年3月-2022年3月在我院检验科实习的90名检验专业实习生作为研究对象，按随机数字表法分为对照组（45例，采用传统“统一化”带教）与研究组（45例，采用分层次带教）。比较两组实习生带教结束后的理论考核成绩、实操技能评分、临床思维能力评分、岗位胜任力达标率及教学满意度。结果 研究组理论考核成绩、实操技能评分、临床思维能力评分均高于对照组（P<0.05）；研究组岗位胜任力达标率、教学满意度高于对照组（P<0.05）。结论 在检验科教学中应用分层次带教模式，可针对性匹配不同基础实习生的学习需求，显著提升其理论掌握度、实操能力与临床思维，同时提高岗位胜任力与教学满意度，具有重要的临床教学价值。

Abstract

Objective The effect of the application of hierarchical teaching mode in clinical teaching of laboratory medicine was explored.
Methods Ninety interns in laboratory specialty March 2019 to March 2022 were selected as research objects in our hospital, and were divided into control group (45 cases, conventional "unified" teaching) and study group (45 cases, hierarchical teaching) according to the randomized numerical table method. The theoretical examination results, operation skills scores, clinical thinking ability scores, rate of post and teaching satisfaction of the two groups of interns after teaching were compared.
Results The theoretical examination results of the study group were higher than those of the control group (P<0.05); the operation skills scores and clinical thinking ability scores of the study group were higher than those of the control group (P<0.05) the competence rate of post and teaching satisfaction of the study group were higher than those of the control group (P<0.05).
Conclusion   The application of teaching mode in the teaching of laboratory medicine can match the learning needs of interns with different basic skills, significantly improve their theoretical mastery, operation ability and clinical thinking, and improve their competence and teaching satisfaction, which has important clinical teaching value.