王艳峰　　赖美红

[摘要] 目的 探討医教协同模式在重症医学科人才培养改革中的应用价值。 方法 回顾性分析2017年2月至2019年8月于医院重症医学科工作的60例医护人员，研究两组医护人员培训教学状况，其中对照组采用传统讲授法进行教学培养;观察组于对照组基础上采用医教协同模式进行教育，同时于培训教育课程中融入叙事教育。分别于培训前后以试卷和实际操作形式考核两组医护人员理论知识、专业技能情况。以问卷形式来调查本教学成果。 结果 观察组护理人员理论知识、专业技能考核成绩分别为（94.71±3.36）分、（92.04±2.18）分，明显高于对照组的（87.49±2.95）分、（85.68±2.25）分，差异有统计学意义（P<0.05），且观察组医生理论知识和专业技能考核成绩高于对照组，差异有统计学意义（P<0.05）。问卷调查结果显示，观察组医护人员对教学成果的满意度较对照组显著提高，差异有统计学意义（P<0.05）。 结论 医教协同模式下采用叙事教育可提高教学效果，使医护人员得到更好的培养，提升其综合能力，该培养模式得到医护人员的肯定和好评，具有推广价值。

[关键词] 重症医学科;叙事教育;人才培养;医教协同模式;改革;医护人员

[中图分类号] R392.9          [文献标识码] B          [文章编号] 1673-9701（2021）13-0164-04

Investigation on deepening the reform of talent cultivation in intensive care unit by medical and educational cooperation model

WANG Yanfeng   LAI Meihong

Intensive Care Unit， Hangzhou Hospital of Traditional Chinese Medicine， Hangzhou 310007， China

[Abstract] Objective To investigate the application value of medical and educational cooperation model in the reform of talent cultivation in intensive care unit（ICU）. Methods A total of 60 medical staff working in ICU of our hospital from February 2017 to August 2019 were researched through retrospective analysis. And the cultivation and education status of medical staff in the two groups were analyzed retrospectively. Among them， the control group was treated with conventional education methods for education and cultivation， while the observation group was treated with medical and educational cooperation model on the basis of the control group， and narrative education was integrated into the cultivation and education curriculum. Before and after the cultivation， the theoretical knowledge and professional skills of the two groups of medical staff were assessed by examination papers and practical operation. The education results were investigated in the form of questionnaire. Results The scores of theoretical knowledge and professional skills of nursing staff in the observation group were（94.71±3.36） points and（92.04±2.18） points，  which were significantly higher than those of （87.49±2.95） points and （85.68±2.25） points in the control group， with statistically significant differences（P< 0.05）. Meanwhile， the examination results of doctors theoretical knowledge and professional skills in the observation group were higher than those in the control group， with statistically significant differences（P<0.05）. The results of questionnaire survey showed that the satisfaction of medical staff in the observation group was significantly higher than that in the control group， with statistically significant difference（P<0.05）. Conclusion Narrative education can improve the education effect only under the medical and educational cooperation model， give the medical staff better cultivation and enhance their comprehensive ability. This cultivation model has been affirmed and praised by the medical staff and is worthy of promotion.

[Key words] Intensive care unit; Narrative education; Talent cultivation; Medical and educational cooperation model; Reform; Medical staff

重症监护室是我院重要科室之一，其负责承担全院危重症患者的抢救工作，对医护人员工作能力具有较高要求[1]。人才培养是提高医护人员工作能力的关键，也是提高重症监护室乃至医院医疗质量的重要途径[2]。近年来，随着医学教育改革的深入推进和发展，医教协同模式成为当前培养医学人才的重要方式。我院每年均会接收或招聘一批医护实习人员，然而因该类人员缺乏重症监护室实际操作经验，如果不加培训则极易引发医疗事故[3-4]。针对无任何临床工作经验且理论知识较弱的实习人员，如何提高培养效果是当前急需解决的问题。面对这一难题，我院重症监护室尝试采用医教协同模式开展教学，并引入叙事教育，主要是指通过叙述和解释及重构学生与教育者的故事等以达到教育和培养目的[5-6]。……