临床路径与案例学习在儿科心脏病住院医师培训中的应用。

IF 1.7 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Advances in Medical Education and Practice Pub Date : 2025-08-28 eCollection Date: 2025-01-01 DOI:10.2147/AMEP.S539059
Junjun Shen, Qin-Chang Chen, Jun-Jie Li
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引用次数: 0

摘要

背景:住院医师培训为医学毕业生提供系统的、以能力为基础的教育。虽然儿科心脏病学的专业知识和临床技能至关重要,但在中国,培训往往限于2-3个月,以讲座为主。我们探索整合临床路径(CP)和基于案例的学习(CBL)模式来提高培训效率。方法:选取广东省人民医院2021-2024年儿科二年级实习生47名,随机分为传统教学(TT)组和CP-CBL组。两组均进行了为期3个月的训练,基线差异无统计学意义(年龄:21.6±1.2岁vs 22.1±0.8岁;8名男性受训人员/组)。TT组接受常规讲座和ward-based学习。在CP-CBL组,常见疾病的标准化教学通过CP进行,而非典型/复杂病例则采用CBL进行教学。两组的教学大纲和学习时间相同。结果评估通过理论测试,案例分析,并与5点李克特量表匿名学员问卷。组均值比较采用R软件中的Welch’st检验(α = 0.05)(显著性水平:p < 0.05)。结果:47名儿科学员中,24名(51.1%)被分配到CP-CBL组。在年龄、经验或既往CP-CBL暴露方面,组间无显著差异。所有学员都完成了轮岗考试。CP-CBL组在综合评估(案例分析+理论考试)方面的表现优于TT组,分别有37.5%和4.3%的学员得到bb90分。CP-CBL组学员在学习兴趣(p < 0.01)和感知技能进步(p < 0.01)方面的满意度较高,但在课程组织(p = 0.49)和教师绩效(p = 0.79)方面无显著差异。结论:在小儿心脏病学培训中,CP-CBL在知识获取和学习者参与方面优于TT。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Application of Clinical Pathway and Case-Based Learning in Residency Training of Pediatric Cardiology.

Application of Clinical Pathway and Case-Based Learning in Residency Training of Pediatric Cardiology.

Application of Clinical Pathway and Case-Based Learning in Residency Training of Pediatric Cardiology.

Application of Clinical Pathway and Case-Based Learning in Residency Training of Pediatric Cardiology.

Background: Residency training provides systematic, competency-based education for medical graduates. Although specialised knowledge and clinical skills are crucial in pediatric cardiology, training in China is often limited to 2-3 months with lecture-heavy approaches. We explored integrating clinical pathway(CP) and case-based learning (CBL) models to enhance training efficiency.

Methods: The study involved 47 second-year pediatric trainees in Guangdong Provincial People's Hospital (2021-2024), randomly divided into a traditional teaching (TT) group and a CP-CBL group. Both groups underwent a 3-month training period, with no significant baseline differences (age: 21.6 ± 1.2 vs 22.1 ± 0.8 years; eight male trainees/group). The TT group received conventional lectures and ward-based learning. In the CP-CBL group, standardized instruction for common diseases was delivered through CP, whereas atypical/complex cases were taught with CBL. Both groups covered identical syllabus and duration. Outcomes were assessed through a theoretical test, case analysis, and an anonymous trainee questionnaire with a 5-point Likert scale. Group means were compared using Welch's t-tests (α = 0.05) in R software (significance level: p < 0.05).

Results: Among 47 pediatric trainees, 24 (51.1%) were assigned to the CP-CBL group. No significant differences in age, experience, or prior CP-CBL exposure were observed between groups. All trainees completed the rotation exam. The CP-CBL group outperformed the TT group in comprehensive assessments (case analysis + theory exams), with 37.5% vs 4.3% of trainees scoring >90 points respectively. Trainees in the CP-CBL group reported higher satisfaction with learning interest (p < 0.01) and perceived skill improvement (p < 0.01), but no significant differences in course organisation (p = 0.49) or instructor performance (p = 0.79).

Conclusion: In pediatric cardiology training, CP-CBL outperformed TT in both knowledge acquisition and learner engagement.

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来源期刊
Advances in Medical Education and Practice
Advances in Medical Education and Practice EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.10
自引率
10.00%
发文量
189
审稿时长
16 weeks
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