建立丙型肝炎临床检验诊断路径的实验诊断学教学改革

吴泽刚; 郑红云; 顾剑; 王京伟; 吴茜; 包安裕; 童永清

doi:10.3760/cma.j.cn116021-20221212-01613

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建立丙型肝炎临床检验诊断路径的实验诊断学教学改革

教学改革 | 更新时间：2024-02-26

- 建立丙型肝炎临床检验诊断路径的实验诊断学教学改革
- Establishment of a clinical laboratory diagnostic pathway for hepatitis C for the teaching of laboratory diagnostics
- 中华医学教育探索杂志 2024年23卷第2期页码：237-241
- 作者机构：
  
  1.武汉大学第一临床学院实验诊断学教研室，武汉　430060
  2.武汉大学人民医院检验医学中心，武汉　430060
- 作者简介：
  
  童永清，Email： tytsing@whu.edu.cn
- 基金信息：
  
  武汉大学医学部教学研究项目(2019013);武汉大学本科教育质量建设综合改革项目(2022ZG179);湖北高校省级教学研究项目(413200158)
- DOI：10.3760/cma.j.cn116021-20221212-01613
  中图分类号： R-05
- 纸质出版日期：2024-02-20，
  
  收稿日期：2022-12-12，
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吴泽刚, 郑红云, 顾剑, 等. 建立丙型肝炎临床检验诊断路径的实验诊断学教学改革[J]. 中华医学教育探索杂志, 2024, 23(2): 237-241.

Wu Zegang, Zheng Hongyun, Gu Jian, et al. Establishment of a clinical laboratory diagnostic pathway for hepatitis C for the teaching of laboratory diagnostics[J]. Chinese Journal of Medical Education Research, 2024,23(2):237-241.
吴泽刚, 郑红云, 顾剑, 等. 建立丙型肝炎临床检验诊断路径的实验诊断学教学改革[J]. 中华医学教育探索杂志, 2024, 23(2): 237-241. DOI： 10.3760/cma.j.cn116021-20221212-01613.

Wu Zegang, Zheng Hongyun, Gu Jian, et al. Establishment of a clinical laboratory diagnostic pathway for hepatitis C for the teaching of laboratory diagnostics[J]. Chinese Journal of Medical Education Research, 2024,23(2):237-241. DOI： 10.3760/cma.j.cn116021-20221212-01613.

摘要

目的

建立涵盖丙型肝炎诊断、鉴别诊断、药物毒副作用监测、治疗效果和预后评估的临床检验诊断路径，并探索以临床检验诊断路径为思路的实验诊断学教学。

方法

根据丙型肝炎的临床诊疗指南，制订与疾病不同阶段相关的实验室检测策略，建立丙型肝炎的临床检验诊断路径，以武汉大学第一临床学院2018级和2019级七年制本科生为研究对象，通过随堂问卷和小测试比较其课堂教学效果。应用SPSS 19.0软件对数据进行

检验。

结果

建立获得临床医生认可的丙型肝炎临床检验诊断路径，其涵盖丙型肝炎临床诊断、鉴别诊断、药物毒副作用监测、治疗效果和预后评估等全过程，该路径应用于2019级临床医学本科生课堂教学后，教学质量评估指标均有较大程度的提升（

0.05），其中“已掌握本节课重难点”提升最明显，2018级为（60.90±2.15）分，2019级为（84.80±3.44）分。2019级对教学方法的评价总分（94.02±4.29）明显高于2018级（79.21±3.68）（

0.05）。随堂测验2018级为（78.10±4.92）分，而2019级平均成绩为（94.60±5.63）分，得分也显著提高（

0.001）。

结论

建立了丙型肝炎临床检验诊断路径并应用于实验诊断学教学，使实验诊断学与临床医学有机融合，同时显著提高了教学质量。

Abstract

Objective

To establish a clinical laboratory diagnostic pathway for hepatitis C covering diagnosis

differential diagnosis

drug toxicity monitoring

and therapeutic and prognostic evaluation

and to explore a new teaching model for laboratory diagnostics based on the clinical laboratory diagnostic pathway.

Methods

According to the clinical diagnosis and treatment guidelines for hepatitis C

laboratory testing strategies for different stages of diagnosis and treatment of the disease were formulated to establish a clinical laboratory diagnostic pathway for hepatitis C. The pathway was applied in the teaching for undergraduate medical students of the seven-year program of grade 2019 of The First Clinical College of Wuhan University

with those of grade 2018 as the control to receive traditional teaching. The teaching effect was compared through questionnaires and quizzes in class. The data were analyzed through the

test with the use of SPSS 19.0.

Results

A clinical laboratory diagnostic pathway for hepatitis C recognized by clinicians was established

covering the entire process of clinical diagnosis

differential diagnosis

monitoring of drug side effects

and therapeutic and prognostic evaluation. The students of grade 2019 receiving the pathway-based teaching model had significant improvements in teaching quality evaluation indicators (

0.05)

with the most marked improvement in "having mastered the key and difficult points of this lesson"

with a score of (60.90±2.15) points for grade 2018 and (84.80±3.44) points for grade 2019. The total score for teaching evaluation was significantly higher in students of grade 2019 than in those of grade 2018 [(94.02±4.29) vs. (79.21±3.68)] points

0.05). Grade 2019 also had a significantly higher classroom quiz score than grade 2018 (94.60±5.63) vs. (78.10±4.92)

0.01].

Conclusions

We established and applied a clinical laboratory diagnostic pathway of hepatitis C in the teaching model of laboratory diagnostics

which organically integrates laboratory diagnostics and clinical medicine

and significantly improves the quality of teaching.

关键词

丙型肝炎临床检验诊断路径教学模式

Keywords

Hepatitis CClinical laboratory diagnostic pathwayTeaching model

references

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