中国中医药现代远程教育2025，Vol.23Issue(9)：5-8,4.DOI:10.3969/j.issn.1672-2779.2025.09.002
临床胜任力导向的情景模拟式中西医结合内科规培教育及评价模式探索
Investigation of the Education and Evaluation Model of Standardized Training for Resident Doctors in Internal Medicine of Integrated Traditional Chinese and Western Medicine in a Clinical Competency-oriented Situational Simulation Mode
摘要
Abstract
Objective To explore the effect of clinical competency-oriented situational simulation teaching on integrated traditional Chinese medicine(TCM)and Western medicine(WM)resident standardization training.Methods Ten major internal medicine diseases from TCM were selected,and situational simulation teaching plans corresponding WM diseases was developed.A cohort study was conducted to randomly allocate students enrolled in the master's degree bridging program into two groups:the situational simulation teaching group and the conventional teaching group,with 30 students in each group.Clinical ability assessment results and clinical thinking scores for both TCM and WM were collected from the two groups,and a teaching evaluation survey was administered.Results The scores for clinical ability assessment and clinical thinking in the situational simulation teaching group were significantly higher than those in the conventional teaching group(P<0.05,P<0.01).Additionally,the teaching evaluation scores for the situational simulation teaching group were also significantly higher than those for the conventional teaching group(P<0.05).Conclusion The situational simulation teaching method of integrated TCM and WM medical resident standardization training can effectively improve students clinical thinking,increase knowledge and skills,and improve clinical competence.关键词
中西医结合/情景模拟教学/引导性反馈/规培教育Key words
integrated traditional Chinese medicine and Western medicine/situational simulation teaching/guided feedback/resident standardization training引用本文复制引用
思璎桀,江海燕,王新月,王建云..临床胜任力导向的情景模拟式中西医结合内科规培教育及评价模式探索[J].中国中医药现代远程教育,2025,23(9):5-8,4.基金项目
教育部高等学校中西医结合类专业教学指导委员会教育课题[No.2022-ZC07] （）
北京中医药大学第三附属医院教育科学研究课题[No.SLJ20221104] （）
