不同教学模式在甲状腺癌临床教学中的影响效果比较

Comparison of the Effects of Different Teaching Modes in Clinical Teaching of Thyroid Cancer

目的探讨不同的教学模式下临床甲状腺教学的效果。方法选取该院2018年1月—2019年1月参加甲状腺癌临床教学的实习生100名,随机分为实验组和对照组,每组50名学生。其中,实验组采用临床路径复合问题导向法(clinical pathway-problem-based learning,CP-PBL),对照组采用传统教学法,比较不同教学模式下甲状腺癌的临床教学效果。结果实验组平均理论知识和临床技能得分均高于对照组,总分也高于对照组,且对比均差异有统计学意义(P<0.05)。两组问卷调查结果显示,实验组总体满意的情况86%明显优于对照组64%,且差异有统计学意义(P<0.05)。结论CP-PBL教学法在甲状腺癌的临床教学中可有效提高学生的理论知识与临床技能得分,并且获得了大部分学生的青睐。

Objective To explore the effect of clinical thyroid teaching under different teaching modes.Methods 100 interns who participated in the clinical teaching of thyroid cancer from January 2018 to January 2019 in the hospital were randomly divided into experimental group and control group,with 50 students in each group.Among them,the experimental group adopted the clinical pathway-problem-based learning(CP-PBL)method,and the control group used traditional teaching methods to compare the clinical teaching effects of thyroid cancer under different teaching modes.Results The average theoretical knowledge and clinical skills scores of the experimental group were higher than those of the control group,and the total scores were also significantly higher than those of the control group,and the comparisons were statistically different(P<0.05).The results of the two groups of questionnaires showed that the overall satisfaction of the experimental group 86%was significantly better than that of the control group 64%,and the comparison was statistically different(P<0.05).Conclusion The CP-PBL teaching method can effectively improve students'theoretical knowledge and clinical skills scores in the clinical teaching of thyroid cancer.It has been favored by most students and can be widely promoted and applied.