CPPT教学模式在神经内科临床教学中的应用研究

Application research of CPPT teaching mode in clinical teaching of neurology

目的探讨临床病理、病理生理及治疗(CPPT)教学模式在神经内科临床教学中的应用。方法选取2018年于武汉大学人民医院神经内科实习的2014级“5+3”一体化临床医学专业120名学生作为研究对象,依据随机数字表法分为对照组和实验组,各60名。对照组采用传统教学模式(LBL)进行教学,实验组采用CPPT教学模式进行教学。教学结束后,分析两组学生的实习末理论成绩、病例分析成绩、技能操作成绩、实习生自填式调查问卷结果。结果实验组的理论知识、病例分析及临床技能考核成绩均明显高于对照组,差异均有统计学意义(P<0.05)。实验组的自主培养兴趣、主动参与实践、语言表达能力、自学能力培养、理论知识掌握能力、疑难问题处理能力、团队协作情况、医患沟通能力、疾病诊断与鉴别诊断水平以及知识运用能力得分均高于对照组,差异有统计学意义(P<0.05)。实验组的就相关知识常向学生提问、对学生提出的问题积极反馈和因材施教充分发挥学生积极性得分均高于对照组,差异有统计学意义(P<0.05)。结论CPPT教学模式优于LBL,更符合神经内科实习生的临床学习需求。

Objective To explore the application of clinical pathology,pathophysiology and treatment(CPPT)teaching model in clinical teaching of neurology.Methods A total of 120 subjects were selected from 2014 class“5+3”clinical students who came to Department of Neurology,People′s Hospital of Wuhan University in 2018,and they were divided into control group and experimental group according to the random number table method,with 60 cases in each group.The traditional teaching mode(LBL)was used in control group,CPPT teaching mode was used in experimental group.At the end of teaching,the theoretical scores,case analysis scores,skill operation scores and self-administered questionnaire of two groups of students were analyzed.Results The scores of theoretical knowledge,case analysis and clinical skills in experimental group were significantly higher than those in control group,the differences were statistically significant(P<0.05).The scores of self-cultivation interest,active participation in practice,language expression ability,self-study ability,theoretical knowledge mastering ability,problem solving ability,team cooperation,doctor-patient communication ability,disease diagnosis and differential diagnosis level and knowledge application ability in experimental group were higher than those in control group,the differences were statistically significant(P<0.05).The scores of frequently ask questions to students about relevant knowledge,give positive feedback to students′questions and teach students in accordance with their aptitude to give full play to students′enthusiasm in experimental group were higher than those in control group,the differences were statistically significant(P<0.05).Conclusion CPPT teaching mode is better than LBL,and more in line with the clinical learning needs of interns in neurology.