Objective

2

To investigate the application of the decision-oriented context-input-process-product (CIPP) model combined with integrated teaching in standardized training of medical oncology.

Methods

2

A total of 98 standardized training residents who participated in standardized training in Department of Oncology

Jiangsu Cancer Hospital

were enrolled as subjects

and they were divided into control group and observation group using a simple random number table

with 49 residents in each group. The residents in the control group received routine teaching

and those in the observation group received CIPP model combined with integrated teaching. The two groups were compared in terms of department examination score and assessment of subjective learning effect

and the observation group was assessed in terms of critical thinking ability before and after training. SPSS 22.0 was used for the

t

-test.

Results

2

Compared with the control group

the observation group had significant increases in theoretical examination score (

t

=2.95

P

=0.004)

practical operation score (

t

=17.04

P

<

0.001)

and total score (

t

=3.55

P

=0.001). After training

the observation group had significant increases in the scores of each dimension of critical thinking ability and the total score of critical thinking ability (

t

=2.89

3.55

3.37

3.20

3.13

2.67

3.06

3.13;

P

=0.005

0.001

0.001

0.002

0.002

0.009

0.003

0.002). The observation group had significantly higher assessment scores of subjective learning effect than the control group (

t

=3.46

3.56

2.83

2.85

2.57

3.07;

P

=0.001

0.001

0.006

0.005

0.012

0.003).

Conclusion

2

The CIPP model combined with integrated teaching can improve the department examination score and critical thinking ability of standardized training residents in medical oncology

with good assessment results of subjective learning effect.