临床病例讨论课在CPPT课程中的应用评价  

Application evaluation and analysis of clinical case discussion in CPPT course

作　　者：左娜 周珍[2] 雷红[2] 叶燕青[2] 孟详喻 周芙玲[4] 陈志桥[2] 蔡红兵[1] 何莉[2] Zuo Na;Zhou Zhen;Lei Hong;Ye Yanqing;Meng Xiangyu;Zhou Fuling;Chen Zhiqiao;Cai Hongbing;He Li(Department of Gynecological Oncology,Zhongnan Hospital of Wuhan University,Wuhan 430071,China;Teaching Office of the Second Clinical College of Wuhan University,Zhongnan Hospital of Wuhan University,Wuhan 430071,China;Center for Evidence-Based and Translational Medicine,Zhongnan Hospital of Wuhan University,Wuhan 430071,China;Department of Hematology,Zhongnan Hospital of Wuhan University,Wuhan 430071,China)

机构地区：[1]武汉大学中南医院妇瘤科,430071 [2]武汉大学中南医院/武汉大学第二临床学院教学办公室,430071 [3]武汉大学中南医院循证与转化医学中心,430071 [4]武汉大学中南医院血液内科,430071

出　　处：《中华医学教育探索杂志》2021年第1期58-62,共5页Chinese Journal of Medical Education Research

基　　金：武汉大学医学部教学研究项目(2017030)。

摘　　要：目的探索和优化以临床病理病生治疗学(clinical pathophysiology and therapy,CPPT)为基础的临床病例讨论课的教学内容,提高该课程的教学质量。方法自编带教教师评价表,对2016至2017学年参加该课程的全体学生进行调查,评价教学满意度及教学特点。比较不同学制的学生或针对不同年资的教师评价结果的差异,分析评价结果与教师资历的相关性。结果学生对目前该课程整体有较高的评价,但不同学制的学生对启发思维、鼓励发言、引导提问、关注进程和有效反馈等方面的评价,以及掌握程度的自评差异具有统计学意义。针对不同资历的教师,除发言鼓励以外的各方面得分均存在统计学差异,但掌握程度差异无明显统计学意义。Spearman分析显示,得分与教师资历存在一定的相关性。结论CPPT病例讨论课整体情况值得肯定,但还需要在许多方面继续改进。Objective To explore and optimize the teaching content of clinical case discussion course based on clinical pathophysiology and therapy(CPPT),and to improve the teaching quality of this course.Methods Self-compiled evaluation form was sent to all the students who participated in this course in 2016-2017 school year,and the teaching satisfaction and teaching characteristics were evaluated.The differences of evaluation results from students with different educational programs or teachers with different seniority were compared,and the correlation between evaluation results and teachers'seniority was analyzed.Results The students had a high evaluation on the course,but students from different programs had significant different comments on thinking inspiring,speech encouraging,questions guiding,process holding and effective feedback,as well as the self-evaluation of mastery degree.For teachers with different seniority,there were significant differences in scores in all aspects except speech encouraging,but no differences in mastery degree.Spearman analysis showed that there was a certain correlation between scores and teachers'seniority.Conclusion The overall situation of the CPPT case discussion course in our school is worthy of recognition,but it needs to be improved in many aspects.

关 键 词：临床病理病生治疗学 病例讨论课 教学评价 分析 

分 类 号：R-05[医药卫生]