Training of clinical diagnosis thinking in symptomatology theory teaching

doi:10.3877/cma.j.issn.2095-655X.2020.04.002

Abstract

Abstract:

Objective

To explore the teaching effect based on the training of clinical diagnosis thinking in the teaching of symptomatology.

Methods

A total of 350 clinical medical students who were in grade 3 were selected from March to July 2019 in Southern Medical University. According to cluster sampling, two classes were randomly selected and divided into two groups. The experimental group consisted of 40 students, who were given teaching reform based on the training of clinical diagnosis thinking, including integrating the teaching content, comprehensively applying the teaching methods of thinking map, flipped classroom, case teaching. In the control group, 60 students were given traditional teaching. The evaluation model of theoretical knowledge assessment and student feedback were used to evaluate the teaching effect.

Results

The total score of theoretical knowledge assessment in the experimental group [(85.33±15.44)points] was better than that in the control group [(70.05±18.51)points], the difference was statistically significant (t=8.66, P<0.01). The total score of feedback evaluation in the experimental group [(79.68±5.56)points] was higher than that in the control group [(48.08±6.45)points], the difference was statistically significant (t=20.42, P<0.01).

Conclusion

The teaching reform based on the training of clinical diagnosis thinking is of great significance to improve the teaching effect and the feedback evaluation of students.

Key words: Clinical thinking, Symptomatology, Diagnostics, Teaching method

Chunyan Lin, Xin Chen, Xiaodan Li. Training of clinical diagnosis thinking in symptomatology theory teaching[J]. Chinese Journal of Diagnostics(Electronic Edition), 2020, 08(04): 223-226.

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Figures/Tables 3

References 13

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组别	例数	教学内容	课时
对照组	60	发热、皮肤黏膜出血、水肿	2
?	?	咳嗽咳痰、咯血、发绀	2
?	?	呼吸困难、胸痛、心悸	2
?	?	恶心与呕吐、吞咽困难、呕血、便血、腹痛、腹泻、便秘、黄疸	4
?	?	腰背痛、关节痛、血尿、尿频尿急与尿痛、少尿无尿与多尿	3
?	?	头痛、晕厥、抽搐与惊厥、意识障碍	3
试验组	40	发热、咳嗽咳痰、呼吸困难	2
?	?	整合症状-疼痛(总论、胸痛、腹痛、腰背痛、关节痛、头痛)	3
?	?	整合症状-出血(总论、皮肤黏膜出血、咯血、呕血、便血、血尿)	3
?	?	翻转课堂-解析人体的健康密码(自学恶心呕吐、吞咽困难、腹泻、便秘、便血、血尿、尿频尿急与尿痛、少尿无尿与多尿、发绀、黄疸、心悸)	3
?	?	水肿、意识障碍、晕厥、抽搐与惊厥	2
?	?	临床案例分析	3

组别	例数	教学内容	课时
对照组	60	发热、皮肤黏膜出血、水肿	2
?	?	咳嗽咳痰、咯血、发绀	2
?	?	呼吸困难、胸痛、心悸	2
?	?	恶心与呕吐、吞咽困难、呕血、便血、腹痛、腹泻、便秘、黄疸	4
?	?	腰背痛、关节痛、血尿、尿频尿急与尿痛、少尿无尿与多尿	3
?	?	头痛、晕厥、抽搐与惊厥、意识障碍	3
试验组	40	发热、咳嗽咳痰、呼吸困难	2
?	?	整合症状-疼痛(总论、胸痛、腹痛、腰背痛、关节痛、头痛)	3
?	?	整合症状-出血(总论、皮肤黏膜出血、咯血、呕血、便血、血尿)	3
?	?	翻转课堂-解析人体的健康密码(自学恶心呕吐、吞咽困难、腹泻、便秘、便血、血尿、尿频尿急与尿痛、少尿无尿与多尿、发绀、黄疸、心悸)	3
?	?	水肿、意识障碍、晕厥、抽搐与惊厥	2
?	?	临床案例分析	3

组别	例数	客观题	主观题	总成绩
试验组	40	62.85±8.94	22.48±5.21	85.33±15.44
对照组	60	53.41±12.32	16.64±7.85	70.05±18.51
t值	?	4.77	7.23	8.66
P值	?	<0.05	<0.05	<0.01

组别	例数	客观题	主观题	总成绩
试验组	40	62.85±8.94	22.48±5.21	85.33±15.44
对照组	60	53.41±12.32	16.64±7.85	70.05±18.51
t值	?	4.77	7.23	8.66
P值	?	<0.05	<0.05	<0.01

组别	例数	课堂参与度	知识掌握程度	自主学习能力	创新能力	临床思维能力	总分
试验组	40	16.74±2.76	14.63±2.95	14.12±3.44	16.58±2.71	17.10±2.34	79.68±5.56
对照组	60	12.19±3.41	11.65±3.85	8.45±2.69	10.24±3.42	10.42±1.76	48.08±6.45
t值	?	8.01	3.87	11.63	13.88	15.58	20.42
P值	?	<0.05	<0.05	<0.01	<0.01	<0.01	<0.01

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