Application of clinical path teaching in practice teaching of respiratory medicine
10.3760/cma.j.cn116021-20200613-00549
- VernacularTitle:临床路径教学在呼吸内科实习带教中的应用研究
- Author:
Xuemei LI
1
;
Xiaohong NIE
Author Information
1. 核工业四一六医院/成都医学院第二附属医院呼吸与危重症医学科 610000
- Keywords:
Clinical Path Teaching;
Respiratory Medicine;
Practice Teaching
- From:
Chinese Journal of Medical Education Research
2021;20(7):801-803
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the role of clinical pathway teaching in the practice teaching of respiratory medicine.Methods:A total of 51 intern students in the Department of Respiratory Medicine from January 2019 to June 2020 were selected as the research objects, and they were divided into a control group (25 cases) and a study group (26 cases). The control group adopted traditional clinical teaching, and the research group adopted clinical path teaching; the two groups' assessment results, comprehensive quality scores and satisfaction evaluations were compared respectively. SPSS 22.0 was used for t test and chi-square test. Results:In terms of evaluation results: including theoretical knowledge, case analysis, practical ability, and coping ability, the study group was higher than the control group, with significant differences ( P<0.05); in comprehensive quality: including the improvement of learning interest, the scores in 6 aspects, including expanded knowledge, professional diagnosis and treatment level, self-study ability, clinical thinking ability, teamwork ability, etc., were higher in the study group than in the control group, and the difference was statistically significant ( P<0.05); the number of people satisfied with the teaching in the study group was more than the control group. Conclusion:The role of clinical pathway teaching in the practice teaching of respiratory medicine is better than that of traditional teaching. By clarifying the teaching objectives and standardizing the teaching process, it can effectively improve students' assessment scores, overall quality and teaching satisfaction, which is worthy of further promotion.
