Application of clinical pathway teaching combined with PICOT principles in the standardized training of the medical professional degree graduates
10.3760/cma.j.issn.2095-1485.2016.03.021
- VernacularTitle:结合PICOT原则的临床路径教学在临床医学专业学位研究生泌尿科规范化培训中的应用探析
- Author:
Yongquan WANG
;
Peng HE
;
Tailin XIONG
;
Gensheng LU
- Publication Type:Journal Article
- Keywords:
PICOT,population,intervention,comparator,outcome,time-frame;
Clinical pathway;
Teaching method;
Medical postgraduate;
Standard training
- From:
Chinese Journal of Medical Education Research
2016;15(3):299-303
- CountryChina
- Language:Chinese
-
Abstract:
To reflect specialty teaching characteristics and levels in clinical standardized training of medical professional degree postgraduates and highlight the thinking of evidence-based medicine culture,in urology rotation training practice,we conducted clinical pathway teaching according to picot principle (PICOT-CP teaching).According to the requirements of the teaching syllabus,the six kinds of major diseases were brought into PICOT-CP teaching.After the screening of pre teacher training,teaching tools and teaching cases,and based on the form of PICOT-CP,we standardized the implementation of clinical teaching of Urology,fully used subject website platform to discuss the interaction between teachers and students,and assessed the effect in combination with the departmental rotation examination and the teaching questionnaire survey of the students and the training teachers.Preliminary practice shows that PICOT-CP teaching helps to stimulate students' interest in learning,improve their overall quality,expand their clinical thinking,and establish their concept of evidence-based medicine.In addition,PICOT-CP teaching is beneficial to the teaching norms of teachers' teaching and can improve teaching level.
