The role of clinical literacy training for orthopedic interns based on closed-loop management theory
基于闭环管理理论对骨科实习生临床素养培训中的作用探索

摘要

目的 分析以闭环管理模式进行骨科实习生临床素养培训的效果。方法 分别选取于2021年和2022年在成都中医药大学附属医院骨伤科进行实习的2个年级本科生为研究对象。以实习时间的不同，将两组学生分为观察组和对照组。2022年实习的为观察组，共28人，采用闭环管理模式教学；2021年实习的为对照组，共31人，采用常规带教模式进行教学。观察两组学生在进行骨科实习的理论成绩和综合临床素养培训成绩的对比，以及两组学生对教学的满意度。结果 观察组和对照组理论考试成绩基本相差不大，差异无统计学意义（P＞0.05）。观察组学生的综合临床素养培训成绩和满意度，要高于对照组，差异有统计学意义（P<0.05）。结论 在理论成绩类似的情况下，利用闭环管理模式进行教学，可以较为有效地提高骨科实习生的综合临床素养，而且实习生的满意度也较高，促使他们不断迭代自身的临床能力，更加全面、系统的掌握临床思维能力，教学效果较好，可值得推广。

Abstract

Objective To analyze the effect of clinical literacy training for orthopedic interns in closed loop management mode.
Methods The subjects of this study were 2 grade undergraduates who were practicing in the Orthopedics and Traumatology Department of the Affiliated Hospital of Chengdu University of Traditional Chinese Medicine in 2021 and 2022 respectively. The two groups of students were divided into observation group and control group according to the different practice time. In 2022, the observation group, a total of 28 people, adopts closed-loop management mode; In 2021, the control group, a total of 31 people, will be taught in the conventional teaching mode. To observe the comparison of the theoretical results and comprehensive clinical literacy training results of the two groups of students in orthopedics practice, as well as the satisfaction of the two groups of students on teaching.
Results There was no significant difference between the observation group and the control group (P > 0.05). The comprehensive clinical literacy training results and satisfaction of the observation group were higher than those of the control group, and the difference was statistically significant (P<0.05).
Conclusion   In the case of similar theoretical achievements, the use of closed-loop management mode for teaching can effectively improve the comprehensive clinical literacy of orthopaedic interns, and the satisfaction of interns is also high, which encourages them to constantly iterate their clinical ability and master clinical thinking ability more comprehensively and systematically. The teaching effect is good, and it is worth promoting.