Application Effect Analysis of PBL Teaching Method in Standardized Training of Resident Doctors Based on Internet + training Examination Combined with ORIME Evaluation System

Abstract

Objective To explore the application eff ect of PBL teaching method based on Internet + training examination combined with ORIME evaluation system in the standardized training of residents. Methods Thirty students who participated in the standardization of residency in our hospital and completed their studies in 2020 were selected as the study subjects, and 219 students enrolled in our hospital from 2008 to 2017 who planned to complete their studies before June 2019 were selected as the control group. The control group adopted the traditional resident training management method, and the research group adopted the Internet + training examination combined with ORIME evaluation system to assist PBL teaching method. The teachers and students were evaluated in a two-way way. Each student needed to obtain the satisfaction of 4 nurses and patients, and the one-time passing rate of the two groups of students was compared and observed. Results The two-way evaluation scores of the teachers and students in the study group were signifi cantly higher than those in the control group, and the diff erence was statistically signifi cant (P<0.05). The satisfaction scores of nurses and patients in the study group were signifi cantly higher than those in the control group, and the diff erence was statistically signifi cant (P<0.05). The one-time passing rate of the study group was slightly higher than that of the control group, and the diff erence was not statistically signifi cant (P>0.05). Conclusion PBL teaching method based on Internet + training examination combined with ORIME evaluation system can eff ectively promote the improvement of standardized training and teaching quality of residents, and promote the improvement of nurses’ and patients’ satisfaction. In the results, although there was no signifi cant statistical diff erence in the fi nal assessment scores of the two groups of students, this may be related to a variety of factors such as too short implementation time and too small sample size, but the students’ learning interest and comprehensive clinical thinking were improved, which has good reference signifi cance for the teaching of our hospital and other universities at the same level.