目的：观察优化带教流程和创新带教手段后儿科临床实践能力培训的效果,为儿科临床实践能力培训提供更为有效的方法。方法：取2019年7月到2020年6月在内蒙古医科大学附属医院儿科病房进行临床实践能力培训的50名实习医师,随机分为创新组和传统教学组。传统教学组实习医师在带教老师的指导下进行日常诊疗工作,按时参加每2周1次的教学查房和科室业务学习及每周1次的小讲座和科室疑难病例讨论。创新教学组先由教学组长组织召开教学计划会议,介绍教学目的、要求及培训方案。接下来严格按照培训方案进行规范培训。包括采用PBL联合病案教学法、挑选典型的病例,从临床症状、体征到辅助检查,设计连环式问题,环环相扣,引出主题；采用情景教学方法、挑选合适的病例,运用标准化病人模拟角色及情境,进行病史采集和医患沟通训练；采用场景教学法,使用儿童模拟人进行规范化技能操作培训。结果：创新教学组与传统教学组的理论成绩和实践技能成绩进行比较,创新教学组明显高于传统教学组,差异有统计学意义。结论：与传统的教学法相比较,创新教学法更有利于儿科实习医师很好的提高临床实践能力。

Abstract: Objective: To observe the effect of pediatric clinical practice ability training after optimizing teaching process and innovating teaching means, so as to provide a more effective method for pediatric clinical practice ability training. METHODS: Fifty interns who received clinical practice ability training in the pediatric ward of the Affiliated Hospital of Inner Mongolia Medical University from July 2019 to June 2020 were randomly divided into the innovative group and the traditional group. Interns in the traditional teaching group carry out daily diagnosis and treatment under the guidance of teachers, and participate in teaching ward rounds and department business study once every two weeks, small lectures once a week and difficult case discussion in the department on time. The innovative teaching group is organized by the teaching group leader to hold a teaching plan meeting to introduce the teaching objectives, requirements and training programs. Then we will conduct standardized training in strict accordance with the training program. Including the use of PBL combined medical record teaching method, the selection of typical cases, from clinical symptoms and signs to auxiliary examination, the design of a series of questions, linked to each other, lead to the topic; Situational teaching method was adopted to select appropriate cases, and standardized patients were used to simulate roles and situations. Medical history collection and doctor-patient communication training were carried out. Using scene teaching method, using children simulators to carry out standardized skill operation training. Results: The theoretical and practical skill scores of the innovative teaching group were compared with those of the traditional teaching group, the innovative teaching group was significantly higher than the traditional teaching group, and the difference was statistically significant. Conclusion: Compared with the traditional teaching method, the innovative teaching method is more conducive to improve the clinical practice ability of pediatric interns.

G642.45