基于岗位胜任力的主题式晨间报告在重症医学科住院医师规范化培训中的探索

Objective: To explore the role of conducting a "thematic morning report" based on post-competency in the standardized residents training in hospital in the Intensive Care Unit (ICU). Methods: A total of 60 resident training physicians who participated in the standardized residents training in hospital in the ICU of this hospital from January 2020 to December 2022 were included, and randomly divided into an observation group and a control group, with 30 in each group. The observation group adopted an interactive teaching method of themed morning report based on post-competency, while the control group adopted the traditional teaching method. The assessment results of clinical theoretical knowledge and operational skills of the two groups of resident training physicians under different teaching methods were compared. The 360° assessment method was used to record the multi-directional evaluation of patients or their families, nurses, colleagues, and teaching teachers on the post-competence of resident training physicians (self-learning ability, team collaboration ability, effective communication ability, and learning interest). Results: The assessment scores of clinical theoretical knowledge and practical skills in the observation group after teaching were higher than those in the control group, with statistically significant differences (theoretical assessment: t = 2. 101, P<0. 05; practical assessment: t= 9.647, P<0. 05). The post-competence scores of nurses, colleagues, and teaching teachers on resident training physicians in the observation group were higher than those in the control group after one-month regular training, and the differences were statistically significant (nurses' evaluation of self-learning ability: t=3. 182, P = 0. 002, team collaboration ability: t= 3.978, P<0. 05, effective communication ability: t = 2. 180, P = 0. 0335, learning interest: t = 3. 884, P0. 05; colleagues' evaluation of self-learning ability: t = 2. 888, P = 0.005, team cooperation ability: t = 6.816, P<0. 05, effective communication ability: t= 3.833, P< 0.05, learning interest: t = 3. 086, P<0. 05; teaching teacher' s evaluation of self-learning ability: t = 3.429, P= 0.001, team cooperation ability: t = 3. 086, P = 0.003, effective communication ability: t = 3. 493, P=0. 001, learning interest: t = 3. 126, P=0. 003). There was a statistically significant difference in the satisfaction scores of patients or their familymembers towards the two groups of resident training physicians t = 3. 126, P = 0. 003). Conclusion: The use of the interactive teaching method of thematic morning report based on post-competency in the standardized residents training in hospital in the ICU can not only improve the theoretical practice and case analysis test scores of resident training physicians, but also improve the post-competence and the satisfaction of patients and their families.