CPPT教学模式应用于消化系统疾病教学

目的探讨临床病理、病理生理学及治疗学(CPPT)教学模式在消化系统疾病教学中的应用,回顾分析某大学学生采用不同教学模式后的成绩情况,并针对CPPT模式试行过程中暴露的问题予以修正。方法选取2015年和2019年学习消化系统疾病相关课程的某校临床医学专业的学生285人为研究对象。2015年采用传统的讲授式教学,作为对照组;2019年采用CPPT教学模式,作为实验组。课程结束后进行理论考核并发放自我评价问卷及满意度调查问卷,统计并分析两组成绩及问卷结果。结果实验组的理论考核、病例分析及切片识读成绩均明显高于对照组,差异均有统计学意义(P<0.05)。实验组学生的课堂氛围、理论知识掌握情况、学习兴趣、自主学习能力、知识运用能力、切片识读能力、临床思维能力、沟通交流能力和团队协作能力均高于对照组,差异具有统计学意义(P<0.05)。实验组学生对于病例讨论、切片识读、教学流程、助教安排、复习串讲及测试试题难易度较为满意(满意度>80%),但理论课讲解、课时分配及配套教材方面有待进一步提高(满意度<80%)。结论CPPT教学改革模式优于传统模式,既考虑医学发展的需求,又关注学生能力的发展,利于培养高水平、高素质的医学人才。

Application of CPPT Mode in the Teaching of Digestive System Diseases

Objective To explore the application of Clinical Pathophysiology and Therapeutics(CPPT)teaching mode in the teaching of digestive system diseases,further retrospectively analyze the performance of students in a certain university after adopting different teaching models,and correct the problems exposed during the trial.Methods A total of 285 clinical medicine students from a school who studied digestive system diseases in 2015 and 2019 were selected as the research objects.In 2015,the traditional lecture-style teaching mode was adopted as the control group;in 2019,the CPPT teaching mode was adopted as the experimental group.At the end of the courses,theoretical assessments were conducted and self-evaluation questionnaire as well as satisfaction questionnaire were issued.All the results were conducted and analyzed.Results The theoretical assessment,case analysis and section reading scores of the experimental group were significantly higher than those of the control group,and the differences were statistically significant(P<0.05).The classroom atmosphere,theoretical knowledge mastery,learning interest,autonomous learning ability,knowledge application ability,slice reading ability,clinical thinking ability,communication ability and teamwork ability of the experimental group students are higher than those of the control group,the difference is statistically significant(P<0.05).Students in the experimental group are satisfied with case discussion,slice reading,teaching process,teaching assistant arrangement,review series and test questions difficulty level(satisfaction>80%),but the theoretical lesson explanation,class time allocation and supporting textbooks need to be further improved(satisfaction<80%).Conclusion The CPPT teaching mode is superior to the traditional mode,which not only considers the needs of medical development,but also pays attention to the development of students’ability,which is conducive to the cultivation of high-level and high-quality medical talents.