RESUMO
Objective:To explore the application effect of clinical path teaching method (CPTM) and case-based learning (CBL) in the standardized residency training in the department of endocrinology.Methods:A total of 120 residents who participated in the standardized residency training in the Department of Endocrinology in The First Affiliated Hospital of University of Science and Technology of China from June 2020 to June 2021 were selected as subjects. They were randomly divided into the control group (30 cases) who received traditional teaching mode, CPTM group (30 cases), CBL group (30 cases) and the experimental group (30 cases) who received CPTM + CBL combination teaching mode. The graduation examination results, usual performances and the teaching satisfaction among the four groups were compared.Results:The students in experimental group had higher score in learning methods, task completion, clinical thinking ability and operational assessment than the rest three groups. In addition, the students in experimental group were more enthusiastic to learn than the control group and CPTM group, and the difference was statistically significant ( P<0.05). The students in experimental group had better performance in graduation examination (55.97±5.58) than the control group (51.97±4.54), CPTM group (53.48±3.37) and CBL group (51.36±3.72).The teaching satisfaction of the students in experimental group was higher than that of the rest three groups. Furthermore, the teaching experience of teachers in experimental group was better. Conclusion:CPTM combined with CBL teaching method can improve the thinking skills and learning initiative, which is beneficial to cultivate the clinical ability of residents in the standardized residency training of endocrinology.
RESUMO
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.
