启发式临床医学与案例教学法在内分泌科临床教学中的应用

Application of Heuristic Clinical Teaching Method and Case Teaching Method in Clinical Teaching of Endocrinology Department

目的 探究启发式临床医学教学法与案例教学法应用至内分泌科临床教学当中对教学效果及质量的影响。方法 选取2021年2月—2023年1月在湖北医药学院附属国药东风总医院内分泌科实习的54名实习生为研究对象,将2021年2月—2022年1月参与实习的27名实习生纳入对照组,将2022年2月—2023年1月参与实习的27名实习生纳入观察组。对照组实习期间开展传统教学,观察组在实习教学期间应用启发式临床医学教学法结合案例教学法。比较2组出科考核(理论知识、实践技能、病例分析)分数,比较其入科及出科批判性思维能力测试量表(critical thinking disposition inventory-Chinese version,CTDI-CV)评分、医患沟通技能评价量表(set the stage, elicit information,give information,understand the patient’s perspective,end the encounter,SEGUE)评分,调查2组对教学方法有效性的看法。结果 观察组理论知识、实践技能、病例分析出科考核分数[(84.96±6.96)分、(81.48±6.82)分、(83.79±7.15)分]均高于对照组[(79.85±5.73)分、(74.26±6.13)分、(77.95±7.64)分],差异有统计学意义(P <0.05)。出科时,2组CTDI-CV总分高于入科时,观察组CTDI-CV总分高于对照组,差异有统计学意义(P <0.05);2组SEGUE总分高于入科时,观察组SEGUE总分高于对照组,差异有统计学意义(P<0.05)。观察组增强临床思维评价、提高自主学习积极性评价、促进团结协作评价、提高应变能力评价认可人数多于对照组,差异有统计学意义(P <0.05)。结论在内分泌科临床教学中应用启发式临床医学教学法及案例教学法,可提高实习生临床综合能力水平,增强其批判性思维,使其与患者开展高效沟通,对科室临床教学质量的提升具有促进作用。

Objective To explore the influence of heuristic clinical medicine teaching method and case teaching method on the teaching effect and quality of endocrinology clinical teaching.Methods A total of 54 interns in the endocrinology department of Sinopharm Dongfeng General Hospital,Hubei University of Medicine from February 2021 to January 2023 were selected as the research objects,27 interns from February 2021 to January 2022 were included in the control group,and 27 interns from February 2022 to January 2023 were included in the observation group.The control group carried out traditional teaching during practice,while the observation group applied heuristic clinical teaching method and case teaching method during practice teaching.The scores of the two groups in the exam(theoretical knowledge,practical skills,case analysis)were compared,and the scores of the critical thinking disposition inventory-Chinese version(CTDI-CV)and the set the stage,elicit information,give information,understand the patient's perspective,end the encounter(SEGUE)were compared for admission and exit.The views of the two groups on the effectiveness of teaching methods were investigated.Results The scores of theoretical knowledge,practical skills and case analysis[(84.96±6.96)points,(81.48±6.82)points and(83.79±7.15)points],were higher than those of the control group[(79.85±5.73)points,(74.26±6.13)points and(77.95±7.64)points],and the difference was statistically significant(P<0.05).The CTDI-CV total score of both groups was higher than that of admission,and the CTDI-CV total score of observation group was higher than that of control group,the difference was statistically significant(P<0.05).The total SEGUE score of the 2 groups was higher than that at the time of admission to the department, and the total SEGUE score of the observation group was higher than that of the control group, and the difference was statistically significant (P<0.05). The evaluation of enhancing clinical thinking, improving self-learning initiative, promoting unity and cooperation, and improving strain ability in the observation group was higher than that in the control group, with statistical significance (P<0.05). Conclusion The application of heuristic clinical medicine teaching method and case teaching method in the clinical teaching of endocrinology department can improve the clinical comprehensive ability of interns, enhance their critical thinking, enable them to communicate with patients efficiently, and promote the quality of clinical teaching in the department.