不同教學(xué)模式在甲狀腺癌臨床教學(xué)中的影響效果比較

李瑩

[摘要] 目的 探討不同的教學(xué)模式下臨床甲狀腺教學(xué)的效果。方法 選取該院2018年1月—2019年1月參加甲狀腺癌臨床教學(xué)的實習生100名，隨機分為實驗組和對照組，每組50名學(xué)生。其中，實驗組采用臨床路徑復(fù)合問題導(dǎo)向法（clinical pathway-problem-based learning，CP-PBL），對照組采用傳統(tǒng)教學(xué)法，比較不同教學(xué)模式下甲狀腺癌的臨床教學(xué)效果。結(jié)果 實驗組平均理論知識和臨床技能得分均高于對照組，總分也高于對照組，且對比均差異有統(tǒng)計學(xué)意義（P<0.05）。兩組問卷調(diào)查結(jié)果顯示，實驗組總體滿意的情況86%明顯優(yōu)于對照組64%，且差異有統(tǒng)計學(xué)意義（P<0.05）。結(jié)論 CP-PBL教學(xué)法在甲狀腺癌的臨床教學(xué)中可有效提高學(xué)生的理論知識與臨床技能得分，并且獲得了大部分學(xué)生的青睞。

[關(guān)鍵詞] 甲狀腺癌;臨床教學(xué);傳統(tǒng)教學(xué)法;CP-PBL教學(xué)法;教學(xué)效果

[中圖分類號] R-4 [文獻標識碼] A [文章編號] 1672-5654（2020）02（a）-0148-03

Comparison of the Effects of Different Teaching Modes in Clinical Teaching of Thyroid Cancer

LI Ying

Department of Nail and Breast Surgery， Affiliated Hospital of Xuzhou Medical University， Xuzhou， Jiangsu province，221000 China

[Abstract] Objective To explore the effect of clinical thyroid teaching under different teaching modes. Methods 100 interns who participated in the clinical teaching of thyroid cancer from January 2018 to January 2019 in the hospital were randomly divided into experimental group and control group， with 50 students in each group. Among them， the experimental group adopted the clinical pathway-problem-based learning （CP-PBL） method， and the control group used traditional teaching methods to compare the clinical teaching effects of thyroid cancer under different teaching modes. Results The average theoretical knowledge and clinical skills scores of the experimental group were higher than those of the control group， and the total scores were also significantly higher than those of the control group， and the comparisons were statistically different（P<0.05）. The results of the two groups of questionnaires showed that the overall satisfaction of the experimental group? 86% was significantly better than that of the control group 64%， and the comparison was statistically different（P<0.05）. Conclusion The CP-PBL teaching method can effectively improve students' theoretical knowledge and clinical skills scores in the clinical teaching of thyroid cancer. It has been favored by most students and can be widely promoted and applied.

[Key words] Thyroid cancer; Clinical teaching; Traditional teaching method; CP-PBL teaching method; Teaching effect

近年來，中國甲狀腺癌發(fā)病率迅猛攀升，一份研究結(jié)果顯示，中國甲狀腺癌患者5年相對生存率與一些發(fā)達國家差距較大。在甲狀腺癌治療方面，中國與發(fā)達國家依然有很大差距[1]。究其源頭，要從臨床教學(xué)抓起，甲狀腺癌的臨床教學(xué)也是理論聯(lián)系實踐的重要紐帶。以往的傳統(tǒng)教學(xué)主要是以教師為主導(dǎo)的灌輸方式，學(xué)生很難形成自我思考的過程，也很難調(diào)動學(xué)生的學(xué)習熱情，更難以聯(lián)系日后的實際臨床能力。上個世紀60年代末，以問題為基礎(chǔ)（problem-based learning，PBL）的臨床教學(xué)方式被首次提出，該教學(xué)方法以學(xué)生為主體、以問題為中心，強調(diào)并培養(yǎng)學(xué)生的臨床分析能力和科研創(chuàng)新力，著重鍛煉學(xué)生發(fā)現(xiàn)問題并解決問題的能力，極大地彌補了傳統(tǒng)的臨床教學(xué)方法教學(xué)方式的不足。但是，PBL在臨床教學(xué)的實踐中依然遇到了問題，該方法有可能因?qū)W生思維導(dǎo)向而影響最終……