临床路径式教学法与传统教学法在培养临床思维中应用效果的比较

Comparison of clinical pathway teaching method and traditional teaching method in clinical thinking

目的比较临床路径式教学法与传统教学模式的优缺点。方法建立本院临床路径后,将2014级和2015级研究生共147名分为两组,临床路径式教学法组(A组)和传统教学模式组(B组),比较其教学效果。结果 2014级、2015级A组医学生理论考核成绩分别为(44.45±4.22)分和(44.67±4.32)分,B组医学生理论考核成绩分别为(39.52±6.13)分和(40.43±6.69)分,A组医学生在理论考核中明显优于B组医学生,差异有统计学意义(P<0.01);A组医学生带教满意度分别为93.75%和92.5%,B组医学生带教满意度分别为66.67%和69.23%,A组医学生带教满意度明显高于B组医学生,差异有统计学意义(P<0.01)。结论临床路径式教学法在临床教学中是可行的,并且可以显著提高医学生的临床思维能力,值得提倡和推广。

Objective To analyze the advantages of clinical pathway teaching method compared to the traditional teaching mode in clinical teaching. Methods After the establishment of clinical pathway, there were 147 graduate students from 2014 and 2015, respectively, using clinical pathway teaching method and traditional teaching mode. Results The theory examination scores of medical students in group A were(44.45±4.22) points and(44.67±4.32) points respectively, the theory examination scores of medical students in group B were(39.52±6.13) points and(40.43±6.69) points, group A medical students was significantly better than group B students in the theory examination, there were statistical significance(P<0.01). The satisfaction rate of group A was 93.75% and 92.5% respectively, the satisfaction rate of group B was 66.67% and 69.23%, the satisfaction rate in group A was significantly higher than in the group B, there were statistical significance(P<0.01). Conclusion The clinical pathway teaching method in clinical teaching is feasible, and it can greatly improve the clinical thinking of students. In this regard, it deserves promotion and popularization.