三段式分层教学法在中医康复科临床教学中的应用
Application of Three-Stage Hierarchical Teaching Method in Clinical Teaching of Rehabilitation Department of Traditional Chinese Medicine

目的：在住院医师规范化培训临床教学中提出三段式分层教学法，帮助实习生循序渐进地提升临床能力，尽快将课本知识与临床实践融会贯通，提升教学质量。方法：纳入参与我院住院医师规范化培训中医康复科临床轮转的住院医师共60名，随机分为观察组和对照组，每组30人。观察组应用三段式分层教学方法，对照组以传统的临床医学教学方式进行教学。研究周期为1个月。于轮转结束时对住院医师进行量表综合评估、出科考核，得出最终分数。结果：评估量表结果表明，观察组住院医师在临床思维能力、实践操作能力、分析解决问题能力、团队沟通协作能力、学习积极主动性等五大方面以及总分得分较对照组高，差异具有统计学意义(P < 0.05)；在创新能力方面两组无显著差异(P > 0.05)。出科考核结果表明，两组住院医师出科考核在基础理论方面差异不明显(P > 0.05)，在专业理论、实践技能、病例分析三个方面以及总分得分均具有显著差异(P < 0.05)，观察组均明显高于对照组。结论：三段式分层教学法对于中医康复科轮转住院医师教学效果显著，有助于提高住院医师的临床能力、提升教学质量。
Objective: To propose a three-stage hierarchical teaching method in the clinical teaching of standardized training for residents, to help interns gradually improve their clinical ability, to integrate textbook knowledge with clinical practice as soon as possible, and to improve the teaching quality. Methods: A total of 60 residents who participated in the standardized training for residents of the rehabilitation department of traditional Chinese medicine in our hospital were randomly divided into observation group and control group, with 30 in each group. The observation group used the three-stage hierarchical teaching method, and the control group used the traditional clinical medicine teaching method. The study period was 1 month. At the end of the rotation, the residents were comprehensively evaluated by the scale and checked out of the department, and the final score was obtained. Results: The results of the evaluation scale showed that the residents in the observation group had higher scores in five aspects: clinical thinking ability, practical operation ability, problem-solving ability, team communication and cooperation ability, learning initiative and so on than those in the control group, and the difference was statistically significant (P < 0.05); there was no significant difference in innovation ability between the two groups (P > 0.05). The results of graduation examination showed that there was no significant difference in basic theory between the two groups (P > 0.05), but there were significant differences in professional theory, practical skills, case analysis and the total score (P < 0.05). The observation group was significantly higher than the control group. Conclusion: The three-stage hierarchical teaching method has a significant effect on the teaching of rotating residents in the rehabilitation department of traditional Chinese medicine, which is helpful to improve the clinical ability of residents and improve the teaching quality.