标题：临床路径结合PBL、CBL教学法在医学硕士培养中的应用

      作者：孙胜花，陈小盼，韩倩菲，潘婳    孙胜花，陈小盼，韩倩菲，潘婳海南医学院第一附属医院内分泌科，海南 海口 570102

      卷次： 2024年35卷7期

      【摘要】 目的 探讨临床路径教学法(CPL)与问题导向教学法(PBL)、基于临床案例的教学法(CBL)相结合的“整合式”教学模式在医学硕士住院医师规范化培训中的应用效果。方法 选取2022年7月至2023年7月在海南医学院第一附属医院内分泌科接受住培的 99名医学硕士作为研究对象，按随机数表法分为临床路径结合PBL、CBL教学法组(试验组，n=50)和传统带教组(对照组，n=49)。在为期两个月的规范化培训结束后，比较两组医学硕士生的内分泌专业知识成绩、技能成绩、综合能力成绩以及教学效果满意度。结果 试验组和对照组硕士生的专业知识成绩[(41.87±4.67)分 vs (39.61±4.41)分]、技能成绩[(38.57±4.67)分 vs (36.22±4.41)分]及综合能力成绩[(85.25±9.34)分 vs (81.03±8.83)分]比较，试验组明显高于对照组，差异均具有统计学意义(P<0.05)；试验组硕士生对教学效果的总满意度为98.00%，明显高于对照组的83.67%，差异有统计学意义(P<0.05)。结论 临床路径结合PBL、CBL教学法在医学硕士临床培养中应用，有助医学硕士更全面掌握医学专业知识，更好地满足临床实践和社会需求。
      【关键词】 临床路径；问题导向教学法；基于临床案例的教学法；医学硕士；应用效果
      【中图分类号】 R193.8 【文献标识码】 A 【文章编号】 1003—6350（2024）07—0990—04

Application of clinical pathway combined with PBL and CBL teaching methods in the training of medicalmasters.
SUN Sheng-hua, CHEN Xiao-pan, HAN Qian-fei, PAN Hua. Department of Endocrinology, the First AffiliatedHospital of Hainan Medical University, Haikou 570102, Hainan, CHINA
【Abstract】 Objective To explore the application effect of the integrated teaching model with clinical pathwaylearning (CPL), problem-based learning (PBL), and clinical case-based learning (CBL) in the standardized training of resi-dent physicians with medical master’s degree.Methods Ninety-nine medical masters who received residency training inthe Department of Endocrinology at the First Affiliated Hospital of Hainan Medical University from July 2022 to July2023 were selected as the research subjects. They were randomly divided into an experimental group (applied clinical path-way combined PBL and CBL, n=50) and a control group (applied traditional teaching method, n=49) using a random num-ber table method. After the two-month standardized training, the scores in professional knowledge of endocrinology, skill,comprehensive ability, and satisfaction with teaching effectiveness were compared. Results The scores in professionalknowledge of endocrinology, skill, comprehensive ability in the experimental group were significantly higher than those inthe control group (P<0.05): (41.87 ± 4.67) points vs (39.61 ± 4.41) points, (38.57 ± 4.67) points vs (36.22± 4.41) points,(85.25±9.34) points vs (81.03±8.83) points. The overall satisfaction rate with teaching effectiveness in the experimentalgroup was 98.00%, significantly higher than 83.67% in the control group (P<0.05). Conclusion The application of clin-ical pathway combined with PBL and CBL teaching methods in the clinical training of medical masters can help the stu-dents comprehensively grasp medical professional knowledge and better meet clinical practice and social needs.
      【Key words】 Clinical pathway; Problem-based learning; Case-based learning; Master of medicine; Application effect