文章摘要
叶星鳞,涂 宇,余 丽,刘 昕,邓佞儒.以问题为基础的教学方式结合临床路径教学模式在肿瘤教学中的应用[J].,2019,19(3):563-565
以问题为基础的教学方式结合临床路径教学模式在肿瘤教学中的应用
Application of Problem Based Teaching Method Combined with Clinical Pathway Teaching Mode in Oncology Teaching
投稿时间:2018-06-15  修订日期:2018-07-10
DOI:10.13241/j.cnki.pmb.2019.03.039
中文关键词: 肿瘤  临床路径  教学模式  满意度  认可度  应用
英文关键词: Tumor  Clinical pathway  Teaching model  Satisfaction  Approval degree  Application
基金项目:四川省教育厅基金项目(15AZ0512);泸州市科技计划项目(3013LZLY-K62)
作者单位E-mail
叶星鳞 西南医科大学附属医院肿瘤科 四川 泸州 646000 quysyb@163.com 
涂 宇 西南医科大学附属医院肿瘤科 四川 泸州 646000  
余 丽 西南医科大学附属医院肿瘤科 四川 泸州 646000  
刘 昕 西南医科大学附属医院肿瘤科 四川 泸州 646000  
邓佞儒 西南医科大学附属医院肿瘤科 四川 泸州 646000  
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中文摘要:
      摘要 目的:探讨以问题为基础的教学方式结合临床路径教学模式在肿瘤教学中的应用效果。方法:以2015年12月-2017年11月于我院肿瘤科实习的临床本科实习生88例为研究对象。将其按照随机数字表法分成研究组(n=44)和对照组(n=44)。对照组接受传统教学方式进行学习,研究组接受以问题为基础的教学方式结合临床路径教学模式进行学习。带教结束后对两组实习生各项考核成绩、实习生对教学方式过程中各项问题的认可度以及对教学方式的满意度情况进行分析。结果:研究组理论考试、实践操作、病例分析与总成绩均高于对照组,差异有统计学意义(P<0.05)。研究组实习生对问题1-问题7的认可人数占比均高于对照组,差异有统计学意义(P<0.05)。研究组实习生对教学方式满意度高于对照组,差异有统计学意义(P<0.05)。结论:以问题为基础的教学方式结合临床路径教学模式应用于肿瘤教学中效果明显,可显著提高实习生各项考核成绩,增加其对教学方式的认可度以及满意度。
英文摘要:
      ABSTRACT Objective: To study the application effect of problem based teaching method combined with clinical pathway teaching mode in oncology teaching. Methods: 88 clinical undergraduate interns who were practiced at department of oncology in our hospital from December 2015 to November 2017 were selected as research subjects, and they were divided into study group (n=44) and control group (n=44) according to random number table method. The control group were accepted traditional teaching methods, and the study group were accepted the problem based approach combined with the clinical pathway teaching mode. After the teaching, the evaluation results of interns, the recognition degree on the various problems in the teaching methods and the satisfaction of the teaching methods of interns in the two groups were compared and analyzed. Results: The theoretical examination, actual operation, case analysis and total score of the study group were all higher than those of the control group, and the difference was statistically significant (P<0.05). The proportion of interns who were recognised on problem 1- problem 7 in the study group was higher than that in the control group, and the difference was statistically significant (P<0.05). The satisfaction rate of the study group was higher than that of the control group, and the difference was statistically significant (P<0.05). Conclusion: The application of problem based teaching method combined with clinical pathway teaching mode in oncology teaching is effective.It can significantly improve the evaluation results of interns and increase their recognition and satisfaction with teaching methods.
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