Application Research Of Case Teaching Method Based On Diagnosis And Treatment Process In Clinical Practice Teaching

Purpose:With the development of the times,the demand and requirements for medical care are gradually increasing,which puts higher demands on the training of medical personnel,requiring the cultivation of doctors with stronger clinical practice abilities.Clinical thinking is the key to cultivating clinical practice abilities,but the current clinical practice teaching methods lack systematization and process,which results in a lack of cultivation of clinical thinking.Against this background,this study aims to understand the current situation of clinical practice teaching and the problems that arise in the teaching process from the perspectives of clinical teachers and clinical medical master’s degree students,and then improve the teaching methods by integrating standardized diagnosis and treatment processes into Case Based Teaching,constructing and improving the Case Teaching Method Based on Diagnosis and Treatment Processes and studying the teaching effectiveness of this method in clinical practice.This study provides a set of methods that can be referenced,borrowed,and emulated for the cultivation of clinical practice abilities of clinical medical master’s degree students,and proposes suggestions and opinions with certain reference value for the teaching reform of medical schools,realizing teaching reform and innovation and cultivating clinical application-oriented talents.Methods:Using literature search to understand the background of clinical practice teaching for professional degree graduate students;secondly,conducting interviews with educational experts in a medical university in Shanxi Province,and conducting questionnaire surveys on professional degree graduate students and clinical teachers in a hospital in Shanxi Province to understand the needs and opinions of professional degree graduate students on clinical practice teaching methods and the necessity of improving teaching methods,and to analyze the current situation and problems of clinical practice teaching;based on literature research and survey results,construct and improve the Case Teaching Method Based on Diagnosis and Treatment Processes,and apply it to the clinical practice teaching of the research group(professional degree graduate students of 2019 and 2020)in a hospital in Shanxi Province,with the control group(professional degree graduate students of 2017 and 2018)using traditional teaching methods for clinical practice teaching;finally,objectively evaluate the implementation and teaching effects of the Case-Based on Diagnosis and Treatment Processes in clinical practice teaching through statistical methods for exam results and questionnaire surveys.Results:1.In the Unified National Graduate Entrance Examination,82.71%of professional degree graduate students scored 10-30 points higher than the national line,and 93.23%of them graduated from other ordinary medical colleges.Both professional degree graduate students and clinical teachers believe that the most common problems in clinical practice teaching are "lack of in-depth thinking and scenario-based teaching" and "lack of systematic and standardized guidance and training".The percentages of professional degree graduate students who identified these as problems were 92.48%and 89.10%,respectively,while for clinical teachers,the percentages were 92.55%and 89.57%.The satisfaction ratings of both professional degree graduate students and clinical teachers for clinical practice learning were relatively low,but the rating for "eager to improve clinical practice teaching methods" was higher.The rating for professional degree graduate students was 4.28±0.29,while for clinical teachers,it was 3.79±0.25.The self-evaluation scores of professional degree graduate students for their practical abilities were also relatively low,with average scores most below 3.0 points.2.In the First,the Second,and the Third year examinations of professional degree graduate students,the research group’s clinical practice and clinical thinking ability scores were generally higher than those of the control group of the same year and showed statistical differences(P<0.05).In the comparison of scores in the qualification examination for practicing physicians and the standardized training completion assessment simulation examination for resident physicians,the research group’s clinical thinking and clinical practice scores were generally higher than those of the conventional research group,and showed statistical differences(P<0.05).In the subjective evaluation,professional degree graduate students gave a relatively high overall evaluation of Case Teaching Method Based on Diagnosis and Treatment Processes,and gave higher scores for measures to improve teaching methods,teaching effectiveness,and self-evaluation of clinical practice abilities,with an average score of over 3.5 points.Conclusion:1.The clinical practice ability of professional degree graduate students in a medical university affiliated hospital in Shanxi province is moderate and has certain universality.The problems that arise in the process of clinical practice teaching can be studied as individual cases.During the cultivation process of clinical practice ability for professional degree graduate students,clinical teachers and professional degree graduate students believe that the hospital only focuses on basic skills training,which cannot meet the expectations of professional degree graduate students for clinical thinking ability and standardized processes.Moreover,there are deficiencies in traditional clinical practice teaching methods,mainly in"lack of in-depth thinking and scenario-based learning in the training process" and"lack of systematic and standardized guidance and training".Therefore,most professional degree graduate students and clinical teachers believe that the improvement of clinical teaching methods is urgent,and the improvement process requires an increase in the development of infrastructure and auxiliary teaching materials.2.The Case Teaching Method Based on Diagnosis and Treatment Processes has various advantages.It not only improves the clinical practice skills test scores of professional degree graduate students,but also enhances their clinical comprehensive thinking ability and clinical combat ability.Moreover,most professional degree graduate students approve of and accept this teaching method.3.In the Case Teaching Method Based on Diagnosis and Treatment Processes,the"standardized diagnosis and treatment process" serves as the foundation,the clinical teaching case library based on the diagnosis and treatment process is the support,and the self-compiled teaching materials based on the clinical teaching case library are the key.This method can cultivate compound medical talents with professional technical level and rigorous clinical thinking,and also provide a basis and method for future clinical practice teaching.However,there are also some shortcomings in this teaching method,and continuous improvement will be made in the future.