PDCA循环理论在临床医学八年制《实验诊断学》课程教学中的应用

Application of PDCA cycle theory in the teaching of eight-year clinical medical students for Laboratory Diagnostics course

目的探讨PDCA[计划(P)、执行(D)、检查(C)和处理(A)]循环理论在临床医学八年制《实验诊断学》课程教学中的应用。方法以2021年9月至2022年11月在北京协和医学院进行《实验诊断学》课程学习的2017级和2018级临床医学八年制学生作为研究对象,按照PDCA循环理论的4个阶段对2018级学生的《实验诊断学》课程进行教学改革,通过对学生的期末考试成绩和问卷调查结果评估该方法的指导意义。结果2018级八年制学生的理论考核成绩为(86.7±4.68)分,高于2017级的(83.3±3.89)分,差异有统计学意义(P<0.05);2组学生的《实验诊断学》课程问卷调查结果显示,学生实验课的评分均高于理论课的评分(P<0.05),且在进行PDCA循环理论教学改革后,2018级学生的理论课[(3.83±0.25)分比(2.94±0.28)分]和实验课[(4.13±0.09)分比(3.32±0.12)分]问卷调查评分均高于2017级(P<0.001)。结论PDCA循环理论给教学管理提供新的方法和思路,有助于临床医学八年制学生成绩的提高和对课程的认可。

Objective To explore the application of PDCA(plan,do,check,act)cycle theory in the teaching of eight-year clinical medical students for the course of Laboratory Diagnostics.Methods From September 2021 to November 2022,the students majoring in clinical medicine of eight-year system who were studying the course of Laboratory Diagnostics at Peking Union Medical College were selected as the research objects.The teaching reform of the course of Laboratory Diagnostics was carried out according to the four stages of PDCA cycle theory,and the teaching effect was evaluated by the final examination results and questionnaire survey scores of the students.Results The score of theoretical examination of eight-year students in 2018 was(86.7±4.68)points,which was higher than that of students in 2017[(83.3±3.89)points],and the difference was statistically significant(P<0.05).The questionnaire survey results of the two groups of students showed that the rating of experimental course was higher than that of theoretical course(P<0.05).After the teaching reform based on PDCA cycle theory,the questionnaire survey scores of theoretical course[(3.83±0.25)points vs(2.94±0.28)points]and experimental course[(4.13±0.09)points vs(3.32±0.12)points]in students of 2018 were higher than those of 2017(all P<0.001).Conclusion PDCA cycle theory provides new methods and ideas for teaching management,which helps to improve the performance of clinical medical students of eight-year system and their recognition of the course.