Medical Record Analysis of Clinical Pathology in Traditional Chinese Medicine Teaching Research

1、 Medical Record Analysis of Clinical Pathology in Traditional Chinese Medicine Teaching Research Abstract Objective To evaluate the use of traditional Chinese medicine clinical pathology teaching in medical record analysis. Methods of taking the Chinese medicine profession is divided into two classe

2、s of experimental classes and control classes, the pilot classes using clinical medical record analysis, the control class using traditional teaching methods theory of the written test results to compare two classes, and the pilot classes in traditional Chinese medicine theory class of Pathology “te

3、aching before” and “after teaching before the exam,” recognition, respectively anonymous questionnaire. The results of the examination results for the pilot class (81.6 + -10.7) was significantly higher than the control classes in test scores (65.2 + -16.2) points. medical record analysis by the stu

4、dents after the pilot class “medical record to stimulate interest in learning and teaching,” “Medical Record Approach to the class atmosphere” “Teaching with Medical Records help develop logical thinking ability, “ teaching to deepen our understanding of Medical Records “ case-teaching method can en

5、hance memory “and” teaching medical record can improve self-learning ability, “and several options for the recognition has improved significantly. Conclusions appropriate medical record analysis used in traditional Chinese medicine pathology teaching, student acceptance is high, it is recommended to

6、 further promote the teaching of medical schools. Keywords: traditional Chinese medicine pathology; teaching; clinical medical record analysis; examination results; recognition TCM Pathology main causes of disease, pathogenesis and pathological changes in basic and clinical medicine is linked to the

7、 bridge 1, both to give students a solid theoretical foundation, but also students of clinical thinking and analytical skills. How can both unify and improve the quality of teaching traditional Chinese medicine pathology, is an important task of teaching Chinese medicine pathology. I strengthen the

8、teaching of pathology in Chinese medicine analysis of clinical medical record and clinical medical record and did not use the class method of teaching has made a comparison, the results were satisfactory. are reported below. 1 Data and methods 1.1 The subjects were randomly selected Chinese medicine

9、 profession Jinggangshan University School of Medicine of the two classes, namely, Chinese 1 Class 2006 (pilot program) and the 2006 Chinese 2 classes (control classes). The two classes are simultaneously teaching of traditional Chinese medicine pathology, which pilot class 49, the control class 46,

10、 two classes of no significant difference between general information, with comparable (P> 0.05). 1.2 method two classes of Chinese medicine theory teaching pathology by the same person as in the pilot class of the main line to adopt a case-teaching classroom teaching, the control class with

11、the teaching of traditional teaching. End with the same questions ( the comprehensive competence-based assessment) were closed book examination, Questions for the 20 multiple-choice questions, 20 points; two essay questions, 20 points; three medical records of title, 60 points. examination time was

12、90 min. Then, two Pathological theories of Chinese medicine classes enter the written exam designed Excel form after verified correct import SPSS, and then SPSS12.0 software statistics survey data results, analysis and processing. 49 respectively in the Chinese pilot class Pathology Courses “Teachin

13、g pre” and “before the exam after the teaching,” conducted a questionnaire survey, the survey items reference 2 design, and each research project a “recognized” and “not authorized” two levels “before teaching “Teachers described for each student” clinical medical record analysis methods, processes,

14、 results and recognition may be the meaning of the questionnaire “, survey respondents are anonymous independently. 2 Results Seen from Table 1, the pilot class score (81.6 + -10.7) points, while the control class score (65.2 + -16.2) points, statistical analysis, the two classes of results are high

15、ly significant difference (P <0.01), the pilot classes performed significantly better than the control classes. pilot class performance on the recognition of teaching medical record surveys in Table 2. Table 1 pilot class test scores compared with the control classes in Table 2 pilot classes

16、teaching students in recognition of Medical Records Survey 3 Discussion Medical record analysis method 3 is based on clinical cases as the carrier, through analysis and discussion of typical cases, reasoning and judging, to enhance learning pathology, a way to improve teaching quality, vivid, intuit

17、ive and easy to understand, easy to remember. Such as cirrhosis in the study, in the Jingjiang cirrhosis after basic theoretical knowledge of the pathology, so that students cirrhosis of the medical records of a typical analysis, and figured out the cause of the patients, lesions, diagnosis, so that

18、 the students through the Medical Records analysis of the pathology of cirrhosis more thorough understanding of theoretical knowledge, on the basis of understanding to enhance memory. but also through the analysis and discussion of clinical medical records, pathology knowledge of Chinese medicine ca

19、n be effectively combined with clinical knowledge; through the development of the students to create problem-solving ability and actual ability to enhance their self-confidence to face difficulties, effectively through a comprehensive quality education in pathology teaching; can greatly reduce the t

20、eaching situation and the gap between clinical practice situations; can help students understand the emergence of clinical teaching dilemma, to experience situations practitioners dealing with the practical significance doctor-patient relationship; can gradually increase the students through case te

21、aching approach to solving the difficult problem of clinical skills; even the application of case study to a certain extent, can enhance the teaching interesting and artistic. Links to free paper download :/eng. Record of teaching are usually two forms 4, one is “practical training style” special di

22、scussion method, and more after the end of the unit, its purpose is to check the students knowledge of cell theory to grasp the situation and the theoretical knowledge of the integrated unit application capability; second “theory guided” non-special discussion method, mainly interspersed conducted i

23、n each classroom, the emphasis on the teaching of theoretical knowledge and to train the students learning ability, language skills and analysis, problem solving capacity. The results show that test scores for the pilot class (81.6 + -10.7) was significantly higher than the control classes in test s

24、cores (65.2 + -16.2) points. and the author of the medical record before and after method of teaching students is also recognition Record analysis found that after using the pilot classes of students in the “medical record to stimulate interest in learning and teaching,” “Medical Record Approach to

25、the class atmosphere” “case-teaching method helps to develop logical thinking ability,” “teaching to deepen our understanding of Medical Records” “Medical Records teaching can enhance memory “and” medical record can improve the self-teaching ability “, and several other options in the recognition ha

26、s improved significantly. suggest appropriate medical record analysis method used in traditional Chinese medicine pathology teaching, student acceptance is high, it is recommended in the School of Medicine school to teach the further promotion. Medical record analysis in the use of teaching to focus

27、 on the choice of medical records, collecting and sorting 5. I believe that when you select the medical record to note two points: First, closely linked with the teaching content, the choice of medical records obtained by the analysis and reasoning the conclusion must be consistent with the teaching

28、 objectives, content and teaching linked to the important and difficult, and ultimately to improve the quality of teaching effectiveness; second, moderate difficulty, from simple to complex, from the typical to the general, easy to understand, step by step, so that students are excited, relaxed, hap

29、py feeling, a keen perception of the teaching content difficult. In Before the new lesson with the new courses to typical cases related to the content distributed to students, and medical records were brief description of typical cases with a new lesson to guide students to preview the contents. But

30、 the discussion of medical record content to the right, not too much, too deeply involved in clinical knowledge, for some clinical terms, the test results to make comments in history, so as not to spend too much time students access to clinical books, entangled in the students at this stage difficul

31、t to understand the clinical issues. Pathology teaching in the medicine, if we persist in speaking of this or that disease pathology, the students tend to be boring, if skillfully used in the teaching of medical record analysis, through inspiration, analysis, discussion, reasoning, teaching, and giv

32、e full play the main role of students, you can optimize the classroom to stimulate student interest in learning, active classroom atmosphere, enhance the quality of classroom teaching 6. Teaching we increase the ratio of the clinical medical record examination scores, and promote academic reform. I

33、believe that teachers as a pathological need to improve teaching methods, emphasis on comprehensive abilities of students; must reform the pathology exam Questions, appropriate increase in the proportion of applied questions, attention to medical record Analysis of the contents of the test, to detect the disease develops students grasp the degree of the process, testing the student