Zhijian Hu, F. Han, Weiwei He, Z. Zhan, Huaisheng Liu
{"title":"临床学科导向的检验诊断学教学改革及其效果评价","authors":"Zhijian Hu, F. Han, Weiwei He, Z. Zhan, Huaisheng Liu","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.012","DOIUrl":null,"url":null,"abstract":"Objective \nTo explore a clinical discipline-oriented teaching model for laboratory diagnostics and evaluate its effect in medical education. \n \n \nMethods \nchanged 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. \n \n \nResults \nThe 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). \n \n \nConclusion \nThe 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. \n \n \nKey words: \nLaboratory diagnostics; Clinical discipline-oriented; Clinical thinking","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"53-56"},"PeriodicalIF":0.0000,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Clinical discipline-oriented teaching reform on laboratory diagnostics and its effect evaluation\",\"authors\":\"Zhijian Hu, F. Han, Weiwei He, Z. Zhan, Huaisheng Liu\",\"doi\":\"10.3760/CMA.J.ISSN.2095-1485.2020.01.012\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Objective \\nTo explore a clinical discipline-oriented teaching model for laboratory diagnostics and evaluate its effect in medical education. \\n \\n \\nMethods \\nchanged 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. \\n \\n \\nResults \\nThe 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). \\n \\n \\nConclusion \\nThe 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. \\n \\n \\nKey words: \\nLaboratory diagnostics; Clinical discipline-oriented; Clinical thinking\",\"PeriodicalId\":56557,\"journal\":{\"name\":\"中华医学教育探索杂志\",\"volume\":\"19 1\",\"pages\":\"53-56\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-01-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"中华医学教育探索杂志\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.012\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"中华医学教育探索杂志","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.012","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
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