临床执业医师考试真题与研究生入学考试(西医综合)真题在泌尿外科教学中的应用

Application of real questions of clinical licensing examination and postgraduate entrance examination(comprehensive western medicine)in urology teaching

目的探讨临床执业医师考试真题与研究生入学考试(西医综合)真题在泌尿外科教学中的应用价值。方法通过分析历年临床执业医师考试与研究生入学考试(西医综合)真题中的泌尿外科相关内容命题情况,提炼重点考点,分析命题变化趋势,进而分析以往泌尿外科教学中存在的问题及今后教学的改进方法。结果执业医师考试每年均有9~22道泌尿外科相关试题出现,平均每年命题13.95题,其中肿瘤、结核、梗阻、结石、创伤相关命题较多,外阴疾病、感染、总论相关命题相对较少。西医综合考试平均每年泌尿外科相关试题仅1.28题,且命题范围集中于感染、肿瘤、概论和结核四部分,未出现梗阻及外阴疾病相关命题。根据考试命题情况,今后教学可通过增加教学内容的覆盖面、适当调整教学课时、区别教学的方法进行改进。结论根据临床执业医师考试与研究生入学考试的命题分布情况适当调整泌尿外科教学内容,可优化教学方法,提升学生课堂专注度。

Objective To explore the application value of real questions of clinical licensing examination and postgraduate entrance examination(comprehensive western medicine)in urology teaching.Methods By analyzing the proposition situation of urology related contents in the real questions of clinical licensing examination and postgraduate entrance examination(comprehensive western medicine)over the years,the key examination points was extracted,the change trend of proposition was analyzed,and then the problems existing in the past urology teaching and the improvement methods in the future were analyzed.Results There were 9-22 urology related questions in the clinical licensing examination every year,with an average of 13.95 questions every year.Among them,tumor,tuberculosis,obstruction,stone,trauma related questions were more,vulvar disease,infection and general related questions were relatively less.There were only 1.28 questions about urology every year in the comprehensive western medicine examination,and the range of proposition focused on infection,tumor,introduction and tuberculosis;there were no obstruction and vulvar disease related proposition.According to the situation of examination proposition,the future teaching can be improved by increasing the coverage of teaching content,appropriately adjusting teaching hours and distinguishing teaching methods.Conclusion The appropriate adjustment of urology teaching content according to the distribution of clinical licensing examination and postgraduate entrance examination can optimize teaching methods and enhance students’classroom concentration.