临床病理学教学病案库联合案例教学法在住院医师规范化培训中的应用

Application of Clinical Pathology Teaching Case Library Combined with Case-Based Learning in Standardized Training of Residents

摘要: 目的：探讨临床病理学教学病案库的建设及其在住院医师规范化培训中的应用价值。方法：选择2018年9月至2023年9月在青岛大学附属医院进行住院医师规范化培训的44名临床病理学专业医学生作为研究对象，根据随机数字表法将其分为试验组和对照组，每组22人。对照组应用传统教学方式，试验组采用教学病案库联合案例教学法(Case-based Learning, CBL)。比较两组病理技术、标本取材、病理解剖、综合能力、病理诊断阅片、专业理论考核与教学满意度情况。结果：考试成绩显示，在综合能力模块，试验组医学生(88.00 ± 6.15)得分高于对照组(81.59 ± 5.04, P < 0.001)；在病理诊断阅片方面，试验组医学生(86.50 ± 4.80)得分高于对照组(81.00 ± 4.21, P < 0.001)，差异有统计学意义。教学满意度显示，在课堂气氛方面，试验组医学生满意度(93.46 ± 3.04)评分高于对照组(89.55 ± 3.33, P < 0.001)；在提升自主学习能力方面，试验组医学生满意度(90.50 ± 3.79)评分高于对照组(86.91 ± 4.17, P = 0.005)，差异有统计学意义。结论：教学病案库建设应用是提高临床病理学专业教学质量、持续培养合格临床病理医师的有效举措。

Abstract: Objective: To explore the construction of a clinical pathology teaching case library and its application value in standardized residency training. Methods: A total of 44 medical students majoring in clinical pathology who underwent standardized residency training at the Affiliated Hospital of Qingdao University from September 2018 to September 2023 were enrolled as research subjects. They were randomly divided into experimental group and control group using a random number table, with 22 students in each group. The control group received traditional teaching methods, while the experimental group adopted the teaching case library combined with Case-based Learning (CBL). The two groups were compared in terms of pathological techniques, specimen sampling, pathological anatomy, comprehensive ability, pathological diagnostic slide reading, professional theory assessment, and teaching satisfaction. Results: Examination results showed that in the comprehensive ability module, the experimental group scored higher than the control group (88.00 ± 6.15 vs. 81.59 ± 5.04, P < 0.001); in pathological diagnostic slide reading, the experimental group also scored higher than the control group (86.50 ± 4.80 vs. 81.00 ± 4.21, P < 0.001), with statistically significant differences. In terms of teaching satisfaction, the experimental group scored higher than the control group in classroom atmosphere (93.46 ± 3.04 vs. 89.55 ± 3.33, P < 0.001) and in enhancing self-directed learning ability (90.50 ± 3.79 vs. 86.91 ± 4.17, P = 0.005), with statistically significant differences. Conclusion: The construction and application of the teaching case library is an effective measure to improve the teaching quality of clinical pathology and to continuously cultivate qualified clinical pathologists.