郑艳 范文 毛梅 姚源蓉

【摘 要】 目的：随着住院医师规范化培训的发展，传统教学法已越来越不能满足临床带教工作的需要。临床路径（Clinical pathway，CP）教学法因其规范、精简、易懂及实用而受到广大关注。在临床实践中发现CP教学法更适合目前临床带教对象从实习医师、研究生向规培医师改变的需要;CP教学法内容统一具体，促进各住院医师规范化培训基地带教水平的均衡发展;CP教学法形式多样，而且能与多种教学方法、评估方式联合应用，在住院医师规范化培训带教中显示出一定的优势。实践发现，如果以CP教学法为基础，联合其他教学法作为补充可能会取得良好的教学效果。

【关键词】临床路径教学法;住院医师规范化培训;临床带教

[Abstract] Objective：With the development of standardized training for residents， traditional teaching methods have been unable to meet the needs of clinical teaching. The Clinical Pathway （CP） teaching method has attracted wide attention because of its standardization， simplicity， understanding and practicality. In clinical practice， it is found that the CP teaching method is more suitable for the current needs of clinical teaching objects to change from interns， postgraduates to registrars; the CP teaching method is unified and specific， and promotes the balanced development of the teaching level of standardized training bases for residents; CP The teaching method has various forms and can be applied in combination with various teaching methods and assessment methods. Shows certain advantages in standardized training of residents. Practice has found that if based on the CP teaching method， combining with other teaching methods as a supplement may achieve good teaching results.

[Key words]Clinical pathway teaching method;Standardized training for residents;Clinical teaching

住院醫师规范化培训（简称规培）是指医学专业毕业生在完成医学院校教育之后，以住院医师的身份在认定的培训基地接受以提高临床能力为主的系统性、规范化培训。规培从最初的试点到全国全面铺开，已成为广大医学生成长为一名合格的住院医师的必经之路。怎样把规培带教工作进一步推进，达到规培预期的良好效果成为临床带教关注的焦点之一。传统教学法即讲座式教学（lecture-based learning，LBL）是以教师为中心，在课堂上进行知识传授的教学模式，其注重基础知识和理论的集中学习，有利于理论知识的掌握。但LBL教学模式使学生处于被动学习的状态，带教老师“填鸭式”教学，学生死记硬背，效果欠佳;同时LBL中理论与实践易脱节，不利于培养学生的学习主动性、独立思考问题的能力及临床思维能力。……