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| 中文摘要: |
| 目的 通过对国家临床分阶段考试成绩的分析，为医学院校整合医学教育改革提供参考。方法 运用假设检验对重庆医科大学2019年临床分阶段考试成绩进行分析，考试通过率比较采用卡方检验，总成绩、学科平均掌握度、系统平均掌握度等方面比较采用t检验。结果 整合医学教育模式下的学生在临床分阶段考试中的总成绩和通过率都明显高于传统医学教育模式下的学生，但在部分学科和系统的掌握度与传统医学教育模式下学生没有显著性差异，甚至低于传统医学教育模式下学生。如整合医学教育模式下学生的产科学的平均掌握度为4.04分，略低于传统医学教育模式下学生的4.11分。这说明整合医学教育改革在部分学科和系统的教学中仍然存在一定的不足。结论 医学院校在实施整合医学教育教学改革时，特别要注意对比临床执业医师考试大纲，合理安排整合医学课程的授课内容，同时要加强整合医学课程教学团队建设和师资队伍培训，保证整合医学教育改革的教学质量。 |
| 英文摘要: |
| Objective To provide a reference for integrated medical education reform in medical colleges by analyzing the scores of National Staged Examination of Clinical Physician Qualification (NSECPQ). Methods The NSECPQ scores of our students in 2019 were analyzed by hypothesis testing. Chi-test was used to compare the pass rate of the examination, and the t-test was used to compare the total scores, the average mastery of disciplines and the average mastery of the system. Results The total scores and pass rate of the examination of the students in the framework of integrated medicine education were significantly higher than those in traditional medical education. There was no significant difference in the scores of some subjects between the two educational frameworks, the scores of some subjects of the students in the framework of integrated medicine education were even lower than those in traditional medical education. For example, under the integrated medical education mode, the students' average mastery of obstetrics is 4.04 points, slightly lower than the students under the traditional medical education mode (4.11 points). It shows that the reform of integrated medical education still has some shortcomings in the teaching of some disciplines and systems. Conclusion When implementing the teaching reform of integrated medical education in medical colleges, special attention should be paid to comparing the examination syllabus of clinical physician qualification, reasonably arranging the teaching contents of integrated medical courses, and strengthening the training of teaching staff and the construction of teaching teams, so as to ensure the teaching quality of integrated medical education reform. |
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