TBL联合Seminar教学模式在口腔实习生岗前培训护理教学中的应用

目的　探讨基于团队的教学法（TBL）联合Seminar研讨式教学模式在口腔实习生岗前培训护理教学中的应用效果。方法　选取2019年7月至2021年7月在广东药科大学附属第一医院口腔科实习生共55名为研究对象，按照教学方法分成观察组（TBL联合Seminar教学）和对照组［基于讲台的教学模式（LBL）联合传统护理教学］2组。观察组男13名，女16名，年龄（21.34±0.90）岁；对照组男11名，女15名，年龄（21.31±0.93）岁。通过理论知识、综合技能考核和问卷调查等方式对两组实习生的教学效果进行评价。统计学方法采用独立样本t检验、χ²检验。结果　观察组的理论成绩比对照组高［（88.24±2.35）分比（77.85±3.26）分］，差异有统计学意义（t=13.425，P<0.01）。在5项综合能力考核中，观察组的医患沟通［（15.97±1.27）分］、预防院内感染［（15.00±0.93）分］、诊疗操作的标准性［（16.34±1.01）分］、四手操作［（16.28±1.10）分］、材料调配能力［（15.14±1.06）分］成绩均显著高于对照组［（12.69±1.05）分、（12.46±1.30）分、（12.46±1.36）分、（13.42±1.03）分、（12.88±1.24）分］，差异均有统计学意义（均P<0.01）。观察组实习生对教学模式的满意度高于对照组［86.2%（25/29）比46.2%（12/26）］，差异有统计学意义（χ²=9.989，P=0.002）。结论　在口腔实习生岗前培训护理教学中应用TBL联合Seminar教学模式，可取得了良好的教学效果。

Application of TBL combined with Seminar teaching mode in nursing teaching of pre-job training for dental interns

Objective　To explore the application effect of team-based learning (TBL) combined with Seminar teaching mode in nursing teaching of pre-job training for dental interns. Methods　A total of 55 interns from Department of Stomatology, The First Affiliated Hospital of Guangdong Pharmaceutical University from July 2019 to July 2021 were selected, and were divided into an observation group (TBL combined with Seminar teaching) and a control group lecture-based learning (LBL) combined with traditional nursing teaching] according to the teaching methods. In the observation group, there were 13 males and 16 females, with an age of (21.34±0.90) years old; in the control group, there were 11 males and 15 females, with an age of (21.31±0.93) years old. The application effects of the two groups of interns were evaluated by means of examinations and questionnaire surveys. Independent sample t test and χ² test were used for statistical analysis. Results　The score of theoretical examination of the observation group was higher than that of the control group (88.24±2.35) points vs. (77.85±3.26) points], with a statistically significant difference (t=13.425, P<0.01). In the five-item comprehensive ability assessment, the scores of doctor-patient communication (15.97±1.27) points], prevention of nosocomial infection (15.00±0.93) points], standardization of diagnosis and treatment operation (16.34±1.01) points], four-handed operation (16.28±1.01) points], and material blending capacity (15.14±1.06) points] in the observation group were all significantly better than those in the control group (12.69±1.05), (12.46±1.30), (12.46±1.36), (13.42±1.03), and (12.88±1.24) points], with statistically significant differences (all P<0.01). The interns' satisfaction in the observation group was higher than that in the control group 86.2% (25/29) vs. 46.2% (12/26)], with a statistically significant difference (χ²=9.989, P=0.002). Conclusion　It can be achieved better teaching results for dental interns in the nursing teaching of pre-job training which by means of TBL combined with Seminar teaching mode.