Application of context-input-process-product model combined with integrated teaching in standardized training of medical oncology
10.3760/cma.j.cn116021-20210911-01391
- VernacularTitle:基于CIPP模型结合整合式带教在肿瘤内科规范化培训中的应用
- Author:
Yue QIN
1
;
Yusi ZHANG
;
Shihong PAN
;
Lühui WANG
;
Jingfang ZUO
Author Information
1. 江苏省肿瘤医院肿瘤内科，南京 210009
- Keywords:
Context-input-process-product model;
Integrated teaching;
Medical oncology;
Standardized training;
Subjective learning effect
- From:
Chinese Journal of Medical Education Research
2023;22(8):1226-1229
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the application of the decision-oriented context-input-process-product (CIPP) model combined with integrated teaching in standardized training of medical oncology.Methods:A total of 98 standardized training residents who participated in standardized training in Department of Oncology, Jiangsu Cancer Hospital, were enrolled as subjects, and they were divided into control group and observation group using a simple random number table, with 49 residents in each group. The residents in the control group received routine teaching, and those in the observation group received CIPP model combined with integrated teaching. The two groups were compared in terms of department examination score and assessment of subjective learning effect, and the observation group was assessed in terms of critical thinking ability before and after training. SPSS 22.0 was used for the t-test. Results:Compared with the control group, the observation group had significant increases in theoretical examination score ( t=2.95, P=0.004), practical operation score ( t=17.04, P<0.001), and total score ( t=3.55, P=0.001). After training, the observation group had significant increases in the scores of each dimension of critical thinking ability and the total score of critical thinking ability ( t=2.89, 3.55, 3.37, 3.20, 3.13, 2.67, 3.06, 3.13; P=0.005, 0.001, 0.001, 0.002, 0.002, 0.009, 0.003, 0.002). The observation group had significantly higher assessment scores of subjective learning effect than the control group ( t=3.46, 3.56, 2.83, 2.85, 2.57, 3.07; P=0.001, 0.001, 0.006, 0.005, 0.012, 0.003). Conclusion:The CIPP model combined with integrated teaching can improve the department examination score and critical thinking ability of standardized training residents in medical oncology, with good assessment results of subjective learning effect.
