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    张凤, 朱凯, 刘林, 李佳佳, 陈卫东, 陈辉, 高涌. CPPT教学模式在血液病临床教学中的应用研究[J]. 蚌埠医科大学学报, 2022, 47(10): 1445-1447. DOI: 10.13898/j.cnki.issn.1000-2200.2022.10.025
    引用本文: 张凤, 朱凯, 刘林, 李佳佳, 陈卫东, 陈辉, 高涌. CPPT教学模式在血液病临床教学中的应用研究[J]. 蚌埠医科大学学报, 2022, 47(10): 1445-1447. DOI: 10.13898/j.cnki.issn.1000-2200.2022.10.025
    shu
    ZHANG Feng, ZHU Kai, LIU Lin, LI Jia-jia, CHEN Wei-dong, CHEN Hui, GAO Yong. Application of CPPT teaching mode in clinical hemopathy teaching[J]. Journal of Bengbu Medical University, 2022, 47(10): 1445-1447. DOI: 10.13898/j.cnki.issn.1000-2200.2022.10.025
    Citation: ZHANG Feng, ZHU Kai, LIU Lin, LI Jia-jia, CHEN Wei-dong, CHEN Hui, GAO Yong. Application of CPPT teaching mode in clinical hemopathy teaching[J]. Journal of Bengbu Medical University, 2022, 47(10): 1445-1447. DOI: 10.13898/j.cnki.issn.1000-2200.2022.10.025
    shu

    CPPT教学模式在血液病临床教学中的应用研究

    Application of CPPT teaching mode in clinical hemopathy teaching

      摘要
    • 摘要:
      目的临床病理、病理生理及治疗(CPPT)教学模式在血液病教学中的应用效果。
      方法选取在血液科实习的临床医学专业学生109人为研究对象，分为观察组54人和对照组55人。对照组采用传统讲授式教学模式，观察组组采用CPPT教学模式。比较2组学生考试成绩和对教学模式的满意度。
      结果观察组学生理论知识、病例分析和临床技能及总成绩均明显高于对照组(P < 0.01)。观察组学生对理论课讲解、病例分析能力、疾病诊断及鉴别诊断水平、理论知识掌握能力、课时分配、细胞涂片识图能力、临床技能、获取有效信息能力、团队合作能力、学习兴趣增强的满意度均优于对照组(P < 0.05~P < 0.01)。
      结论CPPT教学模式在血液病教学中的应用，可有效提高教学效果，值得在临床教学中推广应用。

       

      Abstract:
      ObjectiveTo explore the effect of clinical pathophisiology and therapy(CPPT) teaching mode in the teaching of hemopathy.
      MethodsOne hundred and nine students from clinical medicine practicing in hematology department were selected as the study subjects, and were divided into the observation group(n=54) and control group(n=55).The control group adopted the traditional teaching mode, and the observation group adopted the CPPT teaching mode.The examination scores and students' satisfaction with the teaching mode were compared between the two groups.
      ResultsThe scores of theoretical knowledge, case analysis, clinical skill, and total scores of students in the observation group were significantly higher than those in the control group(P < 0.01).The satisfaction of students in the observation group with theoretical class explanation, case analysis ability, disease diagnosis and differential diagnosis level, theoretical knowledge mastering ability, class time allocation, cell smear reading ability, clinical skill, ability of obtaining effective information, team cooperation ability and learning interest enhancement were better than those in the control group(P < 0.05 to P < 0.01).
      ConclusionsThe application of CPPT teaching mode in hemopathy teaching can effectively improve the teaching effect, and is worth popularizing and applying in clinical teaching.

       

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