■在5年制课程中培养高素质的医学人才,提高学生分析和解决问题的能力,有必要改变传统的教学方法。本研究介绍了以案例为基础的学习(CBL)与临床路径相结合的教学方法,并评价其在妇科实践教学中的作用。
■选择在第四年注册的5年制课程的医学生作为研究对象;这些学生被随机分为两组,分别接受传统教学方法或CBL和临床路径的组合教学方法。在实习之前,进行了问卷调查,以探索学生对妇科实习的看法,在实习之后,问卷用于评估两种教学方法。此外,在实习前后进行理论和技能测试。
■共有206名医学院学生参加了这项研究,这些学生在为期5年的课程中已经进入了第四年。实验组学生的表现明显优于对照组。他们在实习后测试中的表现明显优于实习前测试(P<0.001)。调查问卷显示,实验组中更多的学生认为自己的学习兴趣,临床技能,案例分析能力,临床沟通能力,两组患者对理论知识的理解和临床思维能力均有提高,差异有统计学意义(P<0.05)。
■与传统教学方法相比,CBL和临床路径相结合的教学方法可以提高学生的学习成绩,提高他们的学习积极性,有利于提高临床教师的教学质量。此外,这种新颖的方法有效地促进了教学目标的实现,提高了人才培养质量。因此,CBL与临床路径相结合的教学方法应在妇科实践中推广应用。
UNASSIGNED: To train highly qualified medical talent in 5-year programs and improve students\' analytical and problem-solving abilities, it is necessary to change the traditional teaching method. This study introduces the combined teaching method of
case-based learning (CBL) and clinical pathway and evaluates its role in practical gynecological teaching.
UNASSIGNED: Medical students in a 5-year program who were enrolled in the fourth year were selected as the research subjects; these students were randomized into two groups that separately received either the traditional teaching method or the combined teaching method of CBL and clinical pathway. Before the internship, a questionnaire was administered to explore students\' views of internship in gynecology, and after the internship, the questionnaire was administered to assess the two teaching methods. Furthermore, theoretical and skill tests were performed both before and after the internship.
UNASSIGNED: A total of 206 medical students in a 5-year program who were in their fourth year were enrolled in the study. Students in the experimental group performed significantly better than those in the control group. They performed significantly better in the postinternship test than in the preinternship test (P < 0.001). The questionnaire showed that more students in the experimental group thought that their learning interests, clinical skills,
case analysis ability, clinical communication ability, understanding of theoretical knowledge and clinical thinking ability had improved and significantly differed between the two groups (P < 0.05).
UNASSIGNED: Compared to traditional teaching methods, combined teaching method of CBL and clinical pathway can elevate students\' academic performance, improve their learning enthusiasm and help promote clinical teachers\' teaching quality. Additionally, this novel method is effective in facilitating the achievement of teaching objectives and improving the quality of talent training. Therefore, the combined teaching method of CBL and clinical pathway should be popularized and applied in gynecological practice.