引用本文:周婉,叶山东,王炜.CPTM联合CBL教学在内分泌科规范化培训中的应用[J].中华医学教育探索杂志,2023,22(4):582-586
CPTM联合CBL教学在内分泌科规范化培训中的应用
The application of clinical path teaching method and case-based learning in the standardized residency training in the department of endocrinology
DOI:10.3760/cma.j.cn116021-20211219-01252
中文关键词:  临床路径教学法  案例教学  内分泌  规范化培训
英文关键词:Clinical path teaching method  Case-based learning  Endocrinology  Standardized training
基金项目:安徽省省级研究生教育教学改革研究项目(2022jyjxggyj011);安徽省高等学校省级质量工程项目(2021jyxm1759);中国科学技术大学本科质量工程项目(2020xjyxm080,2021xjyxm143);国家自然科学基金(82270863)
作者单位邮编
周婉* 中国科学技术大学附属第一医院内分泌科合肥 230001 230001
叶山东 中国科学技术大学附属第一医院内分泌科合肥 230001 230001
王炜 中国科学技术大学附属第一医院内分泌科合肥 230001 230001
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中文摘要:
      目的 探讨临床路径教学法(clinical path teaching method,CPTM)联合CBL教学方法在内分泌科住院医师规范化培训中的应用效果。方法 选择 2020年6月至2021年6月在中国科学技术大学附属第一医院参加内分泌科规范化培训的120名住院医师作为研究对象。将其分为对照组(传统模式教学)、CPTM组、CBL组、教改组(CPTM联合CBL模式教学),各30名。比较各组医师出科成绩及平时成绩,并对教学效果进行满意度调查。结果 教改组学生的学习方法、任务完成度、临床思辨能力、技能考核均高于余下3组,学生学习积极性高于对照组及CPTM组,差异均有统计学意义(P<0.05)。教改组出科总成绩为(55.97±5.58)分,高于对照组(51.97±4.54)分、CPTM组(53.48±3.37)分及CBL组(51.36±3.72)分。各组学生的教师满意度调查,教改组的满意度大于对照组。带教教师在教改组的教学体验更好。结论 CPTM联合CBL教学法在内分泌科住院医师规范化培训的教学中,能提升学习主动性,提高诊疗思维,具有重要临床教学意义。
英文摘要:
      Objective To explore the application effect of clinical path teaching method (CPTM) and case-based learning (CBL) in the standardized residency training in the department of endocrinology.Methods A total of 120 residents who participated in the standardized residency training in the Department of Endocrinology in The First Affiliated Hospital of University of Science and Technology of China from June 2020 to June 2021 were selected as subjects. They were randomly divided into the control group (30 cases) who received traditional teaching mode, CPTM group (30 cases), CBL group (30 cases) and the experimental group (30 cases) who received CPTM + CBL combination teaching mode. The graduation examination results, usual performances and the teaching satisfaction among the four groups were compared.Results The students in experimental group had higher score in learning methods, task completion, clinical thinking ability and operational assessment than the rest three groups. In addition, the students in experimental group were more enthusiastic to learn than the control group and CPTM group, and the difference was statistically significant (P<0.05). The students in experimental group had better performance in graduation examination (55.97±5.58) than the control group (51.97±4.54), CPTM group (53.48±3.37) and CBL group (51.36±3.72).The teaching satisfaction of the students in experimental group was higher than that of the rest three groups. Furthermore, the teaching experience of teachers in experimental group was better.Conclusion CPTM combined with CBL teaching method can improve the thinking skills and learning initiative, which is beneficial to cultivate the clinical ability of residents in the standardized residency training of endocrinology.
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