摘要
目的探讨临床路径(clinical pathway,CP)序贯以问题为基础的教学法(problem-based learning,PBL)在本科实习生的下肢深静脉血栓实习教学中的应用。方法选取2016年1月—2021年1月在南京市第一医院实习的本科生48名,分为CP序贯PBL教学法组(n=24)和传统教学组(n=24)。CP序贯PBL教学法组采用CP序贯PBL教学法,传统教学组接受传统跟班式教学模式。实习结束后比较2组实习生的理论知识、操作能力及对教学模式的评价。结果CP序贯PBL教学法组中实习生的理论知识和操作能力得分分别为(46.83±3.25)分和(46.79±2.75)分,优于传统教学组的(42.04±3.07)分和(40.87±3.30)分,差异有统计学意义(P<0.001)。CP序贯PBL教学法组在知识记忆理解程度、理论实践化满意程度、分析临床问题能力、提高学习兴趣能力、增强独立思考及获取信息的能力方面的满意程度均高于传统教学组,差异有统计学意义(P<0.05)。结论在本科实习生临床带教中运用CP序贯PBL教学法有利于提高理论知识掌握和临床操作技能知识水平,CP序贯PBL教学法可提升教学满意度。
Objective To explore the application of a clinical pathway(CP)sequential problem-based learning(PBL)teaching method in the practice teaching of lower limb deep vein thrombosis(DVT)for undergraduate physicians.Methods From January 2016 to January 2021,a total of 48 undergraduate interns in Nanjing First Hospital were selected and divided into a CP sequential PBL teaching group(n=24)and a traditional teaching group(n=24).The CP sequential PBL teaching group was taught with CP sequential PBL teaching method,while the traditional teaching group was taught with the traditional follower teaching mode.At the end of the internship in the undergraduate room,the two groups of interns were compared in terms of theoretical knowledge,operational ability,and satisfaction with the teaching mode.Results The scores of theoretical knowledge and operational ability of interns in CP sequential PBL teaching group were(46.83±3.25)points and(46.79±2.75)points,respectively,which were better than those in traditional teaching group[(42.04±3.07)points and(40.87±3.30)points],and the differences were statistically significant(P<0.001).The CP sequential PBL teaching group was superior to the traditional teaching group in knowledge memory understanding,theoretical and practical satisfaction,ability to analyze clinical problems,stimulate learning interest,enhance independent thinking and independent access to information ability,and the differences were statistically significant(P<0.05).Conclusion The application of CP sequential PBL teaching method in the clinical teaching of undergraduate interns is conducive to improving the mastery of theoretical knowledge and the level of clinical operation skills and knowledge,and CP sequential PBL teaching method can improve the teaching satisfaction.
作者
公茂峰
孔杰
赵伯翔
刘正立
何旭
顾建平
陈国平
GONG Maofeng;KONG Jie;ZHAO Boxiang;LIU Zhengli;HE Xu;GU Jianping;CHEN Guoping(Department of Vascular and Interventional Radiology,Nanjing First Hospital,Nanjing Medical Univesity,Nanjing Jiangsu 210006,China)
出处
《中国继续医学教育》
2025年第2期43-47,共5页
China Continuing Medical Education
基金
江苏省医学会介入医学科研专项资金项目[SYH-3201140-0088(2023035)]
南京市卫生科技发展专项资金项目(YKK23116)
南京医科大学科技发展基金项目(NMUB20230163)。
