通讯作者: 毛顺峰, 709750822@qq.com

DOI：10.12201/bmr.202502.00025

The Combined Application of Clinical Pathway Teaching Method (CPTM) and Case-based Learning (CBL)in pediatric residency training in comprehensive hospitals

• 摘要：目的 探索临床路径教学法(CPTM)联合病例导入式教学法(CBL)在综合性医院儿科住培教学中的作用。 方法 选取2021年3月～2023年8月在我院儿科住培基地参加培训的住院医师共80人次,随机分为实验组和对照组,实验组采用CPTM联合CBL模式进行教学,对照组采用传统模式教学。比较两组学员的出科成绩和Mini-CEX成绩,并收集学员及病人满意度数据。结果 实验组在理论考试成绩、形成性评价方面均优于对照组(z值分别为3.053、2.678、6.876、5.824、4.139,P＜0.05),问卷调查的结果显示实验组学员的满意度评价也均优于对照组(z=3.163,P＜0.05),差异有统计学意义,但患者满意度两组评分差异没有统计学意义(z=-0.630,P＞0.05)。 结论 CPTM联合CBL教学模式能提升教学质量,提高学员满意度。

  关键词： 临床路径教学法; 病例导入式教学法; 儿科规范化培训; 教学质量

   

  Abstract: Objective To explore the role of clinical pathway teaching method (CPTM) combined with case-based learning (CBL) in the standardized training for resident physicians in general hospital. Method 80 resident physicians who participated in training at our pediatric training base from March 2021 to August 2023 were randomly divided into an experimental group and a control group. The experimental group received CPTM combined with CBL teaching mode, while the control group received traditional teaching mode. Compare the admission scores and Mini-CEX scores of two groups of students, and collect satisfaction data from students and patients. Results The results showed that the experimental group had better theoretical exam scores and formative evaluations than the control group(z=3.053、2.678、6.876、5.824、4.139, P＜0.05). The questionnaire survey results showed that the satisfaction evaluations of the experimental group students were also better than those of the control group(z=3.163, P＜0.05), and the differences were statistically significant. However, in terms of patient satisfaction, there was no statistically significant difference between the two groups(z=-0.630, P＞0.05). Conclusion The combination of CPTM and CBL teaching mode can improve teaching quality and increase student satisfaction.

  Key words: clinical pathway teaching method; case-based learning; standardized training for resident physicians; teaching quality

  提交时间：2025-02-15

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• 序号	提交日期	编号	操作
  1	2024-11-20	bmr.202502.00025V1	下载

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