临床学科导向的检验诊断学教学改革及其效果评价

Zhijian Hu, F. Han, Weiwei He, Z. Zhan, Huaisheng Liu
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引用次数: 0

摘要

目的探索以临床学科为导向的检验诊断学教学模式,并评价其在医学教育中的效果。方法改变传统教学内容的编排,在临床学科的指导下重新编辑教材内容,编写创新教材,引入CBL、PBL等新的教学方法。这个过程可以简单地描述如下。选取2015批2个自然班78名学生作为观察组,选取另外2个自然班77名学生作为对照组。以形成性评价的方式,在学生中分别应用新教学模式和传统教学模式,比较教学效果。结果观察组患者理论考试总分显著高于对照组(P<0.01)。观察组患者在实用技术、临床应用类型、测试项目选择与评价方面得分均显著高于对照组(P<0.01)。而观察组与对照组在基础知识和理论方面得分差异无统计学意义(P=0.470)。结论以临床学科为导向的实验室诊断学教学方法,能促进学生对应用性和改良性知识的评价,促进学生对临床疾病检查项目的选择和评价,有助于培养学生的临床思维能力,以及合理选择检查项目和科学分析检查结果的能力。关键词:实验室诊断;临床面向学科;临床思维
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Clinical discipline-oriented teaching reform on laboratory diagnostics and its effect evaluation
Objective To explore a clinical discipline-oriented teaching model for laboratory diagnostics and evaluate its effect in medical education. Methods changed the arrangement of traditional teaching content, re-edited the content of the teaching materials under the guidance of clinical subjects, compiled innovative textbooks and introduced new teaching methods such as CBL and PBL. The procedure could be briefly described below. 78 students from two natural classes in batch 2015 were selected as the observation group, and 77 students from other two natural classes were selected as the control group. The new teaching model and traditional teaching model were applied respectively in the students to compare the teaching effect in the way of formative evaluation. Results The total score of theoretical exams in the observation group was significantly higher than that of control group (P<0.01). It was found that the scores of the observation group were significantly higher than of the control group in terms of practical techniques, clinical application type and the selection and evaluation of test items (P<0.01). However, there was no significant difference in terms of the scores of basic knowledge and theory between the observation group and the control group (P=0.470). Conclusion The clinical discipline-oriented teaching method of laboratory diagnostics can promote the students in the assessment of applied and improved knowledge as well as the selection and evaluation of clinical disease examination items, which is helpful to cultivate students' clinical thinking ability, and the ability to reasonably select the test items and analyze the test results scientifically. Key words: Laboratory diagnostics; Clinical discipline-oriented; Clinical thinking
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