探讨以岗位综合胜任力为导向融合思政教育的PBL+CBL多模式教学法在卒中实习教学中的应用效果。

选取首都医科大学石景山教学医院实习的2017级、2018级临床医学专业本科生69人，分别将2017级、2018级学生作为传统教学组和多模式教学组。传统教学组采用传统教学法，多模式教学组采用以岗位综合胜任力为导向融合思政教育的多模式教学法，通过问卷调查、理论和临床技能考试评价教学效果，并采用t检验比较2组理论考核和技能操作考核成绩的差异，采用χ²检验比较组间问卷调查结果的差异。

与传统教学组相比，多模式教学组学生的理论成绩[（86.24±5.36）分vs（82.46±5.10）分]和技能操作成绩[（88.12±5.83）分vs（80.22±6.80）分]均显著提高，差异具有统计学意义（t=4.36，P=0.036；t=5.71，P=0.008）。教学后问卷调查显示，多模式教学组在主动学习兴趣、医患沟通能力、爱国教育重要性方面均明显优于传统教学组（91.3% vs 73.5%；82.8% vs 67.6%；82.8% vs 67.6%），且差异具有统计学意义（χ²=6.33、4.05、4.05，P=0.005、0.044、0.044）。多模式教学组学生团队合作能力虽然有提升的趋势，但与传统教学组相比，差异并没有统计学意义（P>0.05）。

以岗位综合胜任力为导向融合思政教育的多模式教学法可以增加学生主动学习的兴趣、提高学生解决临床问题的能力，并提升学生的医患沟通能力、爱国热情和敬业精神，在卒中临床实习教学工作中可推广应用。

To study the application of job competence-induced PBL+CBL multimodal teaching method with ideological education in the stroke clinical education.

69 undergraduates majoring in clinical medicine and undergoing clinical internship at Shijingshan Hospital, from the classes of 2017 and 2018 at Capital Medical University, were selected and divided into a traditional teaching group and, multimodal teaching group, respectively. The traditional teaching method was adopted in the traditional teaching group, while the multimodal teaching group employed the job competence-induced multimodal teaching method, which integrated ideological education. The teaching effect was evaluated by questionnaire survey, theoretical examinations, and clinical skills examinations. The t-test was applied to compare the results of the theoretical and clinical skills examinations between the two groups, and the χ²-test was used to compare the differences in the questionnaire results.

Compared with the traditional teaching group, both of the theoretical scores [(86.24±5.36) vs (82.46±5.10)] and the skill operation scores [(88.12±5.83) vs (80.22±6.80)] of the students in the multimodal teaching group were obviously improved, and the differences were statistically significant (t=4.36, P=0.036; t=5.71, P=0.008). Post-teaching questionnaire survey showed that the multimodal teaching group was significantly better than the traditional teaching group in active learning interest, doctor-patient communication skills, and the importance of patriotic education (91.3% vs 73.5%; 82.8% vs 67.6%; 82.8% vs 67.6%), and the differences were statistically significant (χ²=6.33, 4.05, 4.05; P=0.005, 0.044, 0.044). Although the teamwork ability of students had a trend of improvement in the multi-mode teaching group, there was no statistical difference compared with the traditional teaching group (P>0.05).

The job competence-induced multimodal teaching method with ideological education can increase students' interest in active learning, improve students' abilities to solve clinical problems, and enhance students' doctor-patient communication skills, patriotic enthusiasm, and professional spirit, which can be popularized and applied in stroke clinical practice teaching.