Objective To observe the effect of case-sharing teaching method in comprehensive intensive care unit (ICU).Methods 64 students including internship students,resident doctors,and refresher doctors from comprehensive ICU of our hospital were randomly divided into experimental group and control group with 32 students in each group.Experimental group was given case-sharing teaching method,while control group was given traditional teaching method.After they finished the training program,questionnaire survey was used to observe and compare between two groups,there were 8 indices observed including the student satisfaction,teaching atmosphere,expressive ability,problem-solving ability,clinical thinking ability,problem-building ability,and synthetically analytical ability.Meanwhile,basic theoretical knowledge and clinical comprehensive ability were assessed of two groups.Results The score of questionnaire in experimental group was significantly higher than that in control group [(26.4±3.1) vs.(20.1±2.4),P＜0.01].The score of basic theoretical knowledge in experimental group was higher than that in control group [(80.1±4.4) vs.(77.5±3.3),P＜0.05].The score of clinical comprehensive ability in experimental group was significantly higher than that in control group [(81.4±4.3) vs.(77.7±4.3),P＜0.01].Conclusion Case-sharing teaching method can effectively improve comprehensive ability and teaching efficiency,which can be referenced to the teaching rounds and worth popularizing in teaching rounds.%目的 观察“病例分享”教学法在中心ICU教学查房中的应用效果.方法 选择本院中心ICU进修学习的实习医师、住院医师及进修医师共64名,随机分为实验组和对照组各32名,实验组采用“病例分享”教学法,对照组采用传统教学法,培训结束后采用:①问卷调查法,调查两组学员:是否提高兴趣满意度、是否有良好的教学气氛、是否提高语言表达能力、是否提高解决问题能力、是否提高临床思维能力、是否提高构建问题能力、是否提高综合分析能力等7个方面;②临床综合能力考核,统一命题,对两组学员进行基础理论知识与临床综合能力考试.结果 问卷调查结果显示:实验组问卷得分为(26.4±3.1),明显高于对照组的(20.1±2.4),差异有统计学意义(P＜0.01);基础理论考核结果显示:实验组得分为(80.1±4.4),高于对照组的(77.5±3.3),差异有统计学意义(P＜0.05);临床综合能力评价结果显示:实验组临床综合能力得分为(81.4±4.3),高于对照组的(77.7±4.3),差异有统计学意义(P＜0.01).结论 在中心ICU中,采取“病例分享”教学查房后,能显著提高各级别医师的综合能力,具有一定的可行性和较好的教学效果,对教学查房具有借鉴意义,值得在临床教学推广.
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