案例教学结合临床路径在儿科临床教学中的应用

Clinical application of case teaching method combined with clinical pathway in pediatrics teaching

目的研究案例教学法结合临床路径在儿科临床教学中的应用。方法选择2016年9月到2017年9月儿科实习的103例学生进行研究。根据数字法将学生分成观察组（52例）和对照组（51例）。对照组给予常规教学法教学，观察组给予案例教学和临床路径教学，另对两组学生在实习时各选用100例需抢救的患儿，由带教教师将学生分成2～3人一组，共同参与抢救，教师在旁监督或辅助，如学生能自主成功完成抢救，则计入主导抢救成功，否则更换教师主导抢救过程，学生则在旁辅助，此时记为辅助抢救成功。对比两组考核成绩、课堂及作业情况、对患儿的抢救情况，以及对教学的满意度。应用SPSS21．0进行卡方检验和t检验。结果观察组的理论成绩、案例分析成绩和技能操作成绩均明显高于对照组，差异均有统计学意义（均P〈０．05）。观察组的课堂出勤评分、课堂活跃评分及作业质量评分均明显高于对照组，差异均有统计学意义（均P〈０．05）。观察组的主导抢救成功率明显高于对照组，差异有统计学意义（P〈0．05）。观察组对教学的满意度明显高于对照组，差异有统计学意义（P〈０．05）。结论将案例教学和临床路径教学应用在儿科教学中的效果较好，能明显提升教学质量和学生对教学过程的兴趣，提高学生的专业素质，值得推广。

Objective To explore the clinical application of case teaching method combined with clinical pathway in pediatrics teaching Methods 103 students in pediatric practice from September 2016 to September 2017 were enrolled as the study object, who were divided randomly into observation group （52 cases） and control group （51 cases）. Routine teaching method was adopted in the control group, while case teaching method combined with clinical pathway was adopted in the observation group. In addition, 100 cases of children in need of rescue were selected for each group and the students were divided into two or three in a group to participate in the rescue. If the student could complete the rescue with the assistance of supervisor, he will be considered as playing a leading role in rescue process. Otherwise, another supervisor would join to lead the rescue, and the student would assist by the side, who will be considered as playing an auxiliary role in rescue process. The results of examination, classroom participation, homework, the res- cue performance and the satisfaction of teaching were compared between two groups. Results The scoresof theoretical course, case analysis and skill operation in the observation group was significantly higher than that of the control group （P〈0.05）. The scores of classroom attendance, classroom activity and home- work quality in the observation group was significantly higher than that of the control group （P〈0.05）. Success rate of rescue conducted by students in the observation group was significantly higher than that in the con- trol group（P〈0.05）. The teaching satisfaction of the observation group was also significantly higher than that of the control group （P〈0.05）. Conclusion The application of case teaching method combined with clini- cal pathway teaching model in pediatrics teaching is effective and worthy of popularizing, which can obvi- ously improve teaching quality, arouse students＇ interest in teaching process, and improve students＇ profes- sional quality.