CPPT教学模式对临床医学生综合能力的探索与思考

Exploration of CPPT Teaching Mode to the comprehensive ability of clinical medical students

目的了解某大学临床医学研究生参与临床病理、病理生理及治疗(CPPT)课程后自主学习、临床思维能力的提高情况,同时针对CPPT教改课程试行所暴露问题予以修正,为合理设置CPPT课程的教学内容及形式提供客观证据。方法对某院3个年级的临床医学专业学生随机抽取50人作为实践班,另147人作为普通班,进行考试以及师生自填式问卷调查并进行分析,调查内容主要涉及对于CPPT课程的认真情况及相关课程教学内容的满意度。结果 2012级五年制实验班内外妇儿笔试成绩平均分/及格率分别为(75.87,70.68,84.08,85.17)分/(83.45,87.50,100,100)%,均高于普通班内外妇儿笔试成绩(64.51,61.73,74.58,75.59)分/(65.18,55.36,88.39,97.32)%,差异有统计学意义(P<0.05)。病例分析题和病史采集题2类题型的成绩对比,实验班成绩均明显高于普通班,差异有统计学意义(P<0.05)。调查问卷结果显示,实验班学生对CPPT课程教改模式的肯定程度高于普通班学生。此外,长年制学生临床执业医师考试通过率并无明显差异(P>0.05)。结论对于临床医学生,CPPT教改模式优于传统教学模式,有助于巩固理论知识,培养临床思维能力以及良好的职业素养。

Objective To understand the condition that clinical medicical students in some University participated in the course of Clinical Pathophysiology Therapeutics. At the same time, we should revise the problems exposed in the trial of CPPT teaching reform,providing objective evidences for setting up CPPT teaching mode reasonably. Methods we examined the clinical medicical students of three grades in our hospital and the self-filled questionnaire was investigated and analyzed, which is mainly about the seriousness of CPPT courses and the satisfaction of the related courses. Results The average score and pass rate in the experimental class of 2012（75.87,70.68,84.08,85.17）score/（83.45,87.50,100,100）% were higher that those in the ordinary class of 2012（64.51,61.73,74.58,75.59） score/（65.18,55.36,88.39,97.32）%, the difference was statistically significant（P〈0.05）. Comparing with the results of case analysis and medical history collection, the scores in the experimental class were significantly higher than those in the oedinary class, the difference was statistically significant（P〈0.05）. The questionnaire showed that the students in the experimental class got a higher degree of recognition of the CPPT curriculum reform model than those of the ordinary class. However, there is no significant difference in pass rate of clinical practitioner examination for long term students. Conclusion It is of great significance to improve the teaching reform of higher medical education and the quality of teaching according to the requirements for improving the comprehensive ability of clinical medical students.