以诊治指南为基础的病例教学在内分泌科临床实习中的应用

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英文篇名：The Application of Case-based Teaching in Clinical Practice of Endocrinology Based on Diagnosis and Treatment Guidelines 作者：米佳 ; 朱浩宇 ; 王萌萌 ; 王国强 ; 王秀阁 英文作者：MI Jia;ZHU Haoyu;WANG Mengmeng;WANG Guoqiang;WANG Xiuge;Department of Endocrinology, the Affiliated Hospital of Changchun University of Chinese Medicine;Graduate School, Changchun University of Chinese Medicine; 关键词：内分泌科 ; 病例教学 ; 诊治指南 ; 临床实习 英文关键词：endocrinology;;case-based teaching;;diagnosis and treatment guidelines;;clinical practice 中文刊名：ZZYY 英文刊名：Chinese Medicine Modern Distance Education of China 机构：长春中医药大学附属医院内分泌科;长春中医药大学研究生学院; 出版日期：2019-07-10 出版单位：中国中医药现代远程教育 年：2019 期：v.17;No.309 基金：吉林省教育科学规划课题【No.GH150247】;; 长春中医药大学教学课题【No.XJ201517】 语种：中文; 页：ZZYY201913007 页数：3 CN：13 ISSN：11-5024/R 分类号：20-22

摘要

目的探讨以诊治指南为基础的病例教学以规范学生医疗行为、提高学习效率、提高解决临床问题的能力。方法收集2015—2017年我院内分泌科临床实习的学生共120人,以中医专业、中西医结合专业为主。所有学生在年龄、性别比例、入学成绩均无统计学意义。随机平均分为2组,A组采用以诊治指南为基础的病例教学,B组采用常规的临床见习模式。学生的教学大纲、培养方案与目标均相同,并由同一位老师讲授基础理论课和负责指导临床见习。结果 A组与B组之间有统计学差异(P<0.05)。A组的成绩及临床病例考核成绩明显高于B组(P<0.05)。结论病例教学可以导引学生"模拟入境",结合指南的病例教学有助于激发学生学习兴趣、提高学习效率与质量。同时,教师的综合素质有一定程度的提高。
        Objective To explore case-based teaching based on diagnosis and treatment guidelines to standardize students ' medical behavior, improve learning efficiency and their ability to solve clinical problems. Methods A total of 120 students from the clinical practice of endocrinology in our hospital in 2015 were collected, mainly in traditional Chinese medicine and integrated Chinese and Western medicine. All students had no statistical significance in terms of age, sex ratio, and admission scores. The randomized average was divided into two groups. Group A used case-based teaching based on diagnosis and treatment guidelines, and group B used conventional clinical trainee mode. The student's syllabus, training program and goals are the same, and the same teacher teaches the basic theory class' is responsible for guiding the clinical apprenticeship. Results There was a statistical difference between group A and group B(P<0.05). The scores of grade A and clinical case assessment were significantly higher than those of group B(P <0.05). Conclusion Case-based teaching can guide students to "simulate entry". The case teaching combined with the guide can help students to learn interest and improve learning efficiency and quality. At the same time, the overall quality of teachers has improved to some extent.

引文

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