临床路径教学法在内分泌科教学中的实践应用
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摘要
目的观察临床路径式教学法(clinical pathway teaching method,CPTM)在内分泌科临床带教中的应用疗效。方法选取2015年6月—2016年2月内分泌科临床实习生120名学生作为研究对象。按随机数字表法,将其分为观察组与对照组,每组60名学生。观察组60名学生实施CPTM教学模式,对照组60名学生使用传统教学模式,比较两组学生出科结束后闭卷考试知识掌握程度以及病历书写能力、理论能力、操作能力。结果观察组实习生的知识掌握程度以及病历书写能力、理论能力、操作能力优于对照组,两组对比,差异具有统计学意义(P <0.05)。结论在内分泌科临床带教中对实习生开展临床实践教学,使用CPTM教学方法,不仅能够加强临床知识的学习与巩固,还能够帮助实习生累积临床护理经验,提高各方面操作能力。
Objective To observe the application value of clinical pathway teaching method(CPTM) in the endocrinology department. Methods 120 clinical interns of Endocrinology from June 2015 to February 2016 were selected as the subjects of study. According to the random number table method, they were divided into observation group and control group, each group of 60 students. Observation group 60 students implement CPTM teaching mode In the control group, 60 students used the traditional teaching mode. The knowledge level of closed-book examination, the ability of medical record writing, theory and operation were compared between the two groups. Results The level of knowledge mastery, medical record writing ability, theoretical ability and operation ability of the interns in the observation group were better than those in the control group, and the difference between the two groups was statistically significant(P <0.05). Conclusion In the endocrinology department, the CPTM has a better effect can not only improve their learning initiatives on the clinical nursing knowledge, but also help the medical students to build up the rich nursing experiences and increase the operation ability.
Objective To observe the application value of clinical pathway teaching method(CPTM) in the endocrinology department. Methods 120 clinical interns of Endocrinology from June 2015 to February 2016 were selected as the subjects of study. According to the random number table method, they were divided into observation group and control group, each group of 60 students. Observation group 60 students implement CPTM teaching mode In the control group, 60 students used the traditional teaching mode. The knowledge level of closed-book examination, the ability of medical record writing, theory and operation were compared between the two groups. Results The level of knowledge mastery, medical record writing ability, theoretical ability and operation ability of the interns in the observation group were better than those in the control group, and the difference between the two groups was statistically significant(P <0.05). Conclusion In the endocrinology department, the CPTM has a better effect can not only improve their learning initiatives on the clinical nursing knowledge, but also help the medical students to build up the rich nursing experiences and increase the operation ability.
引文
[1]袁璐,陶小军.CPTM在内分泌科住院医生规范化培训带教中的应用及研究[J].中国继续医学教育,2018,10(30):9-11.
[2]阳琰,陈先丹,张琳,等.临床路径教学法(CPTM)对临床实习生医患沟通技巧培养的作用[J].继续医学教育,2018,32(8):26-27.
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[4]王春艳.内分泌科临床带教特点及实习带教方法优化探析[J].中国卫生产业,2018,15(22):150-151.
[5]陈晨,李莉,李晶.临床路径式教学法在内分泌科临床带教中的实践应用[J].中国社区医师,2018,34(19):183,185.
[6]韩笑.临床路径指导下的中医内分泌科住院医师规范化培训[J].中国卫生产业,2018,15(18):154-155.
[7]李惠,张婷婷.临床路径教学法(CPTM)联合其他教学法在内分泌科临床带教中的应用体会[J].中国继续医学教育,2017,9(18):17-19.
[8]吴丽丽,陈敬涛,陈利,等.临床路径式教学法在皮肤、内分泌科实习护生带教中的应用分析[J].中国卫生产业,2017,14(12):87-88,91.
[9]宝轶,陈海燕,孙亮亮,等.以临床路径为基础的病例教学在内分泌科实习中的应用与思考[J].中国医学教育技术,2017,31(1):75-77.
[10]金昕,徐佩英,侯瑞芳,等.临床路径在内分泌科临床教学中的应用[J].中国医药导报,2016,13(22):141-144.
[11]卢艳慧,李春霖.多元化教学模式在内分泌学科教学中的应用[J].医学研究与教育,2015,32(1):92-94,107.
[12]娜迪拉,张丽,古丽阿依木·阿不力孜.病例式教学在内分泌科教学中的应用[J].中国继续医学教育,2017,9(14):39-41.
[2]阳琰,陈先丹,张琳,等.临床路径教学法(CPTM)对临床实习生医患沟通技巧培养的作用[J].继续医学教育,2018,32(8):26-27.
[3]孙胜花,王新军.临床路径教学法在临床医学研究生培养中的应用[J].中国继续医学教育,2018,10(23):19-21.
[4]王春艳.内分泌科临床带教特点及实习带教方法优化探析[J].中国卫生产业,2018,15(22):150-151.
[5]陈晨,李莉,李晶.临床路径式教学法在内分泌科临床带教中的实践应用[J].中国社区医师,2018,34(19):183,185.
[6]韩笑.临床路径指导下的中医内分泌科住院医师规范化培训[J].中国卫生产业,2018,15(18):154-155.
[7]李惠,张婷婷.临床路径教学法(CPTM)联合其他教学法在内分泌科临床带教中的应用体会[J].中国继续医学教育,2017,9(18):17-19.
[8]吴丽丽,陈敬涛,陈利,等.临床路径式教学法在皮肤、内分泌科实习护生带教中的应用分析[J].中国卫生产业,2017,14(12):87-88,91.
[9]宝轶,陈海燕,孙亮亮,等.以临床路径为基础的病例教学在内分泌科实习中的应用与思考[J].中国医学教育技术,2017,31(1):75-77.
[10]金昕,徐佩英,侯瑞芳,等.临床路径在内分泌科临床教学中的应用[J].中国医药导报,2016,13(22):141-144.
[11]卢艳慧,李春霖.多元化教学模式在内分泌学科教学中的应用[J].医学研究与教育,2015,32(1):92-94,107.
[12]娜迪拉,张丽,古丽阿依木·阿不力孜.病例式教学在内分泌科教学中的应用[J].中国继续医学教育,2017,9(14):39-41.