临床路径式教学法在呼吸内科教学查房中的应用

Application of clinical pathway teaching method in teaching rounds of Respiratory Department of Internal Medicine

目的分析呼吸内科教学查房中临床路径式教学法的应用效果。方法选择2013~2014年温州医科大学附属第一医院呼吸内科实习生46名为研究对象,根据教学方式的不同将其分为观察组和对照组,每组各23名。对照组采用传统教学方法 ,观察组采用临床路径式教学法,实习时间为2周。实习结束后对两组实习生进行相关知识考核,比较两组的课堂效果及教学满意度。结果观察组实习生专业基础理论评分[（45.26±2.64）分]、病例处理能力[（24.36±1.29）分]以及基本操作能力评分[（16.25±1.28）分]均显著高于对照组[（41.26±3.22）、（21.62±1.34）、（15.26±1.36）分],差异均有统计学意义（P〈0.05）。观察组实习生学习主动性和自觉性[（4.35±0.42）分]、查阅资料能力[（4.29±0.37）分]、专业理论知识理解[（3.89±0.26）分]、临床逻辑思维能力[（4.19±0.76）分]以及有效沟通和交流能力评分[（3.98±0.61）分]均显著高于对照组[（2.79±0.54）、（2.85±0.37）、（3.11±0.28）、（3.46±0.28）、（2.26±0.37）分],差异均有统计意义（P〈0.05）。观察组实习生教学满意度（87.6%）显著高于对照组（56.5%）,差异有统计意义（P〈0.05）。结论呼吸内科查房教学中,采用临床路径式教学法能够提高教学质量,提高实习医生对教学的满意度,值得在临床教学中推广。

Objective To analyze the application effect of clinical pathway teaching method in teaching rounds of Respiratory Department of Internal Medicine. Methods 46 interns from 2013 to 2014 in the First Affiliated Hospital of Wenzhou Medical University were selected as study objects. They were divided into the observation group（23 cases）and the control group（23 cases） according to the different ways of teaching. Control group was taken education of traditional teaching method, observation group was taken clinical pathway teaching method. After the internship, relevant knowledge of the two groups was assessed; teaching effect and teaching satisfaction of the two groups were compared.Results Professional theories [（45.26±2.64） scores], case management capability [（24.36±1.29） scores], and basic operation ability [（16.25±1.28） scores] of interns in the observation group were significantly higher than those of the control group [（41.26±3.22）,（21.62±1.34）,（15.26±1.36） scores], the differences were statistically significant（P 〈0.05）. Learning initiative and consciousness [（4.35 ±0.42） scores], data access capability [（4.29 ±0.37） scores], specialized theory know ledge understanding [（3.89±0.26） scores], clinical logical thinking ability [（4.19 ±0.76） scores] and effective communication and communication ability [（3.98±0.61） scores] of interns in the observation group were significantly higher than those of the control group [（2.79±0.54）,（2.85±0.37）,（3.11±0.28）,（3.46±0.28）,（2.26±0.37） scores], the differences were statistically significant（P 〈0.05）. Satisfaction rate of interns in the observation group（87.6%） was significantly higher than that of the control group（56.5%）, the difference was statistically significant（P〈 0.05）. Conclusion Clinical pathway method can improve the quality and the satisfaction of teaching ward round in Respiratory Department of Internal Medicine. It is worthy of popularizing in clinical teaching.