[1]赵洪伟,刘福全,岳振东,等.临床路径与提问式教学法在介入治疗专业中的应用和探索[J].医学信息,2018,31(14):5-8.[doi:10.3969/j.issn.1006-1959.2018.14.003]
　ZHAO Hong-wei,LIU Fu-quan,YUE Zhen-dong,et al.Application and Exploration of Clinical Pathway and Question-based Teaching Method in Interventional Therapy[J].Journal of Medical Information,2018,31(14):5-8.[doi:10.3969/j.issn.1006-1959.2018.14.003]
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临床路径与提问式教学法在介入治疗专业中的应用和探索()
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医学信息[ISSN:1006-1959/CN:61-1278/R]

卷:
31卷
期数:
2018年14期
页码:
5-8
栏目:
出版日期:
2018-07-15

文章信息/Info

Title:
Application and Exploration of Clinical Pathway and Question-based Teaching Method in Interventional Therapy
文章编号:
1006-1959（2018）14-0005-04
作者:
赵洪伟; 刘福全; 岳振东; 王 磊; 范振华; 何福亮
首都医科大学附属北京世纪坛医院介入治疗科，北京 100038
Author(s):
ZHAO Hong-wei; LIU Fu-quan; YUE Zhen-dong; WANG Lei; FAN Zhen-hua; HE Fu-liang
Department of Interventional Therapy,Beijing Shijitan Hospital Affiliated to Capital Medical University,Beijing 100038,China
关键词:
临床路径; 提问式教学法; 介入治疗
Keywords:
Key words：Clinical pathway; Question-based teaching method; Interventional therapy
分类号:
G64
DOI:
10.3969/j.issn.1006-1959.2018.14.003
文献标志码:
B
摘要:
目的 探讨临床路径+提问式联合教学法在介入治疗专业教学中的教学效果。方法 选取2014年9月~2016年10月在首都医科大学附属北京世纪坛医院介入治疗科实习的学生31名，根据学号奇偶数分为A组和B组。以肝硬化疾病为例，A组16名学生采用临床路径+提问式教学法，B组15名学生进行常规传统教学，实习1年后进行病例书写、基础理论、临床技能和教学满意率评测。结果 A组病例书写、基础理论和临床技能的评分分别为（93.69±1.30）分、（95.38±1.31）分、（92.44±2.10）分，均高于B组的（92.27±1.87）分、（94.40±1.18）分、（89.73±1.94）分，差异具有统计学意义（P＜0.05）。A组学生教学满意率为93.75%，高于B组的80.00%，差异具有统计学意义（P＜0.05）。结论 在介入治疗专业的带教实习中应用临床路径+提问式教学，可培养实习医生独立思考和善于解决临床实际问题的能力，从而提高临床教学质量。
Abstract:
Abstract：Objective To explore the teaching effect of clinical pathway + question-based joint teaching method in the teaching of interventional therapy.Methods 31 students from the Interventional Therapy Department of Beijing Shijitan Hospital affiliated to Capital Medical University from September 2014 to October 2016 were selected and divided into Group A and Group B according to the odd and even number of students.Taking cirrhosis as an example,16 students in group A used clinical pathway+question-based teaching method,15 students in group B performed routine traditional teaching,and after 1 year of internship,case writing,basic theory, clinical skills and teaching satisfaction rate were evaluated.Results The scores of case writing, basic theory and clinical skills of group A were(93.69±1.30)points,(95.38±1.31)points and(92.44±2.10)points,respectively,which were higher than those of group B(92.27±1.87)points,(94.40±1.18)points,(89.73±1.94)points,the difference was statistically significant(P<0.05).The satisfaction rate of teaching in group A was 93.75%,which was higher than that in group B 80.00%,the difference was statistically significant (P<0.05).Conclusion The application of clinical pathway+question-based teaching in the teaching practice of interventional therapy can cultivate the ability of interns to think independently and be good at solving practical clinical problems,thus improving the quality of clinical teaching.

参考文献/References:

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更新日期/Last Update: 2018-07-15