Application of subspecialty group collaboration combined with disease checklist-driven learning for professional postgraduate training
10.3760/cma.j.cn116021-20220401-01513
- VernacularTitle:创建“专病群”协同负责制结合打卡式学习教学在专硕研究生培养中的应用
- Author:
Bo TANG
1
;
Linfeng GAO
;
Hongchang LIU
;
Jianhua DAI
;
Zhihong PENG
Author Information
1. 陆军军医大学西南医院普通外科，重庆 400038
- Keywords:
Graduate education;
Professional degree;
Clinical skill;
Subspecialty
- From:
Chinese Journal of Medical Education Research
2023;22(12):1859-1863
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the value of subspecialty group collaboration combined with disease checklist-driven learning in overcoming the impact of the specialized disease treatment mode in subspecialty establishment on the cultivation of professional postgraduate students.Methods:In the teaching of general surgery and gastroenterology, sixty professional postgraduate students of grade 2019 were randomly divided into control group and experimental group, with 30 students in each group. The control group received traditional teaching, while the experimental group received the teaching mode of subspecialty group collaboration combined with disease checklist-driven learning. The teaching effectiveness and the degree of satisfaction with teaching were compared between the two groups. The data were analyzed using the t test and the chi-squared test using SPSS 20.0. Results:In actual teaching, compared with the control group, the experimental group showed significantly higher scores of theoretical assessment (71.51±11.32 vs. 87.23±10.51, P<0.05) and case analysis (73.61±6.82 vs. 92.37±6.87, P<0.05). The rates of satisfaction with theoretical knowledge learning, application of clinical thinking ability for diseases, teaching organization forms, and teaching effectiveness were 90.00%(27/30), 86.67%(26/30), 96.67%(29/30), and 93.33%(28/30) in the experimental group, respectively, which were significantly higher than those of the control group [40.00%(12/30), 23.33%(7/30), 40.00%(12/30), and 46.67%(14/30), respectively; all P<0.05]. Conclusions:The subspecialty group collaboration combined with disease checklist-driven learning mode can overcome the problems of "narrow disease spectrum and narrow knowledge scope" in specialized postgraduate education, and guide students to break the teaching barriers generated by subspecialty construction to create a new form of comprehensive and multi-disease learning, with good prospects for promotion and application.
