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中华诊断学电子杂志 ›› 2023, Vol. 11 ›› Issue (01) : 62 -66. doi: 10.3877/cma.j.issn.2095-655X.2023.01.012

诊断学教学

临床诊断推理教育
唐世乙1, 徐霞2,(), 张卫茹2, 吴静2, 李新华2, 黄颖2   
  1. 1. 414000 长沙,中南大学湘雅医学院麻醉医学系
    2. 414000 长沙,中南大学湘雅医学院全科医学科
  • 收稿日期:2022-09-18 出版日期:2023-02-26
  • 通信作者: 徐霞
  • 基金资助:
    2022年中南大学教育教改项目(2022jy140)

Clinical diagnostic reasoning education

Shiyi Tang1, Xia Xu2,(), Weiru Zhang2, Jing Wu2, Xinhua Li2, Ying Huang2   

  1. 1. Department of Anaesthesia, Xiangya Hospital, Central South University, Changsha 414000, China
    2. Department of General Medicine, Xiangya Hospital, Central South University, Changsha 414000, China
  • Received:2022-09-18 Published:2023-02-26
  • Corresponding author: Xia Xu
引用本文:

唐世乙, 徐霞, 张卫茹, 吴静, 李新华, 黄颖. 临床诊断推理教育[J/OL]. 中华诊断学电子杂志, 2023, 11(01): 62-66.

Shiyi Tang, Xia Xu, Weiru Zhang, Jing Wu, Xinhua Li, Ying Huang. Clinical diagnostic reasoning education[J/OL]. Chinese Journal of Diagnostics(Electronic Edition), 2023, 11(01): 62-66.

临床诊断推理是临床思维方法的内容之一,其应用贯穿整个临床工作。对于教育工作者而言,临床诊断推理是临床专业课程教学的必备内容,在临床教育中占据着重要地位。如何在临床专业课程的教学中高效地培养临床诊断推理能力,是临床教育工作的重点关注内容。总结以往的研究,临床诊断推理的教学可以概括为3个方面:临床诊断推理教学的重要性,教学的内容,以及教学方法和评估方式。笔者希望通过结合临床专业课程,能在本科生及研究生阶段训练医学生的临床思维方式,提高临床诊断推理能力,能对临床课程的内容有更深刻的学习和运用,为之后的临床实践工作打下坚实的基础。

Clinical diagnostic reasoning is one of the contents of clinical thinking methods, and it is used throughout the clinical work. Clinical diagnosis reasoning is an important part of clinical professional curriculum teaching for educators and plays an important role in clinical education. Clinical education focuses on how to effectively cultivate clinical diagnostic reasoning ability in the teaching of clinical professional courses. Based on previous research, clinical diagnostic reasoning instruction can be divided into three categories: the importance of clinical diagnostic reasoning instruction, teaching content, teaching methods, and evaluation methods. It is hoped that by combining clinical professional courses, medical students will be trained in their clinical thinking mode at the undergraduate and graduate levels, as well as their clinical diagnostic reasoning ability, allowing them to have a more profound study and application of clinical course contents, and lay a solid foundation for later clinical practice.

图1 临床诊断推理的教学内容
图2 临床诊断推理的教学方法注:WBA为模拟临床环境中的评估和基于工作场所的评估
图3 认知负荷理论三维图像注:x轴为任务保真度,y轴为任务复杂度,z轴为教学支持,分别代表立方体的长、高、宽;蓝色立方体代表早期临床诊断推理的教学:低任务保真度、低任务复杂度、多教学支持;红色立方体代表晚期临床诊断推理的教学:高任务保真度、高任务复杂度、低教学支持
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