Exploration of clinical pathway applied to clinical teaching of urology
10.3760/cma.j.issn.2095-1485.2016.12.012
- VernacularTitle:基于临床路径的泌尿外科临床教学改革实践
- Author:
Gang CHEN
- Keywords:
Clinical pathway;
Urology;
Clinical teaching
- From:
Chinese Journal of Medical Education Research
2016;15(12):1239-1242
- CountryChina
- Language:Chinese
-
Abstract:
Objective To evaluate the effectiveness and to access the feasibility in reinforcing the quality of clinical teaching by introducing the conception of clinical pathway (CP) to the course of urology. Methods Sixty clinical medical students were randomly divided into two groups called CP group and tra-ditional group. The CP group's interns were provided with CP text which was considered as the core of the whole learning process. The interns would find the problems and solve problems according to the content of CP text. At last the teachers would summarize. Traditional group's teachers would introduce the disease systematically according to the teaching syllabus and screening suitable cases for interns to inquiry and have a physical examination. The two groups were evaluated systematically after four weeks of different teaching methods which concluded physical examination and written examination. An independent sample t test was used for the result of the operation and the written test and chi square test was used for satisfaction survey. Results The clinical pathway group's after-department examination score [(88.1±4.5) vs. (73.0± 7.3)], clinical skill scores [(88.1±4.5) vs. (73.0±7.3)] and the undergraduate interns' understanding of their comprehensive ability of disease (P=0.028) such as their team cooperation ability, their communication ability (P=0.0.15), (P=0.007) analysis and their ability to treat disease, as well as improving the evaluation ability and their comprehensive evaluation of teachers' teaching completion degree and teaching skills, , are all better than the traditional teaching group. Conclusion CP teaching applied in clinical teaching of urol-ogy is conducive to improving the quality of clinical teaching, and can enhance clinical interns' comprehen-sive ability and improve teaching satisfaction.
