“4C”教学联合理解性教学模式在泌尿外科临床实习带教中的应用

doi:10.3760/cma.j.cn441417-20250309-18030

国际医药卫生导报 ›› 2025, Vol. 31 ›› Issue (18): 3143-3147.DOI: 10.3760/cma.j.cn441417-20250309-18030

“4C”教学联合理解性教学模式在泌尿外科临床实习带教中的应用

胡俊¹ 付振宇¹ 张鸽¹ 张彦² 蒋玲² 蒋莹莹²

¹常熟市第二人民医院泌尿外科，常熟 215500；²南京医科大学附属苏州医院苏州市立医院护理部，苏州 215002

收稿日期:2025-03-09 出版日期:2025-09-15 发布日期:2025-09-28
通讯作者: 张彦，Email：1666042093@qq.com
基金资助:
江苏省医院协会医院管理创新研究课题（JSYGY-3-2024-536）；苏州市2024年度第二十八批科技发展计划（SYW2024050）；苏州市医学重点扶持学科项目（SZFCXK202101）

Application of "4C" teaching method and teaching for understanding mode in clinical internship teaching in urology

Hu Jun¹, Fu Zhenyu¹, Zhang Ge¹, Zhang Yan², Jiang Ling², Jiang Yingying²

¹Department of Urology, Changshu Second People's Hospital, Changshu 215500, China; ²Nursing Department, The Affiliated Suzhou Hospital of Nanjing Medical University, Suzhou Municipal Hospital, Suzhou 215002, China

Received:2025-03-09 Online:2025-09-15 Published:2025-09-28
Contact: Zhang Yan, Email: 1666042093@qq.com
Supported by:
Innovative Hospital Management Research Project of Jiangsu Provincial Hospital Association (JSYGY-3-2024-536); The 28th Batch of Science and Technology Development Plan in Suzhou City in 2024 (SYW2024050); Key Medical Discipline Project of Suzhou City (SZFCXK202101)

摘要/Abstract

摘要：

目的　探讨“4C”教学联合理解性教学（TfU）模式在泌尿外科临床实习教学中的应用效果。方法　采用便利抽样法，选取2022年7月至2024年4月在常熟市第二人民医院泌尿外科进行临床实习的65例本科实习生作为研究对象。其中，2022年7月至2023年4月的31例实习生作为对照组，2023年5月至2024年4月的34例实习生作为试验组。对照组男24例、女7例，年龄（23.06±2.52）岁，采用传统教学方式进行临床教学；试验组男30例、女4例，年龄（22.76±1.63）岁，采用“4C”教学联合TfU模式。对比两组实习生理论和实践技能成绩、批判性思维能力、医患沟通能力及教学满意度。统计学方法采用t检验、χ²检验。结果　试验组理论成绩［（86.85±6.01）分］、实践技能成绩［（83.79±4.51）分］、医患沟通能力［（18.09±2.88）分］、寻求真相［（18.03±2.62）分］、分析能力［（12.62±2.39）分］、系统性能力［（15.26±3.39）分］、自信心［（31.79±5.90）分］、求知欲［（21.06±4.79）分］、批判性思维能力总分［（126.32±10.57）分］均高于对照组［（76.26±8.11）分、（72.16±5.89）分、（14.03±3.51）分、（13.03±3.78）分、（9.23±2.14）分、（12.90±3.22）分、（23.16±6.56）分、（17.06±4.69）分、（100.74±11.90）分］，差异均有统计学意义（均P<0.05）。两组实习生对教学的综合满意度达到非常满意或满意占比分别为91.2%（31/34）、67.7%（21/31），差异有统计学意义（P<0.05）。结论　“4C”教学联合TfU模式可提升泌尿外科临床实习生的理论和实践技能成绩，提高其批判性思维能力、医患沟通能力及教学满意度，为泌尿外科临床教学提供新的思路和方法。

关键词:

泌尿外科学, “4C”教学, 理解性教学, 临床实习生, 批判性思维

Abstract:

Objective　To explore the application effect of the "4C" teaching method combined with the teaching for understanding (TfU) mode in clinical internship teaching in urology. Methods　A total of 65 undergraduate interns undergoing clinical internship in Department of Urology, Changshu Second People's Hospital from July 2022 to April 2024 were selected as the study objects by the convenient sampling method. The 31 interns taking the internship from July 2022 to April 2023 were set as a control group; the 34 interns taking the internship from July 2023 to April 2024 were set as an experimental group. There were 24 males and 7 females in the control group; they were (23.06±2.52) years old. There were 30 males and 4 females in the experimental group; they were (22.76±1.63) years old. The control group used the traditional teaching method for clinical training. The experimental group used the "4C" teaching method and the TfU mode. The theoretical and practical skill scores, critical thinking abilities, doctor-patient communication skills, and satisfaction with teaching quality were compared between the two groups.The statistical methods were t test and χ² test. Results　The theoretical score and scores of practical skills, doctor-patient communication skills, truth-seeking, analytical ability, systematic ability, self-confidence, curiosity, and critical thinking ability in the experimental group were higher than those in the control group (86.85±6.01 vs. 76.26±8.11, 83.79±4.51 vs. 72.16±5.89, 18.09±2.88 vs. 14.03±3.51, 18.03±2.62 vs. 13.03±3.78, 12.62±2.39 vs. 9.23±2.14, 15.26±3.39 vs. 12.90±3.22, 31.79±5.90 vs. 23.16±6.56, 21.06±4.79 vs. 17.06±4.69, 126.32±10.57 vs. 100.74±11.90), with statistical differences (all P<0.05). The satisfaction with teaching quality in the experimental group was higher than that in the control group [91.2% (31/34) vs. 67.7% (21/31)], with a statistical difference (P<0.05). Conclusion　The "4C" teaching method combined with the TfU mode can improve the theoretical and practical skills of urology clinical interns, enhance their critical thinking abilities, doctor-patient communication skills, and teaching satisfaction.

Key words:

Urology, "4C" teaching, Teaching for understanding, Clinical interns, Critical thinking

胡俊付振宇张鸽张彦蒋玲蒋莹莹.

“4C”教学联合理解性教学模式在泌尿外科临床实习带教中的应用 [J]. 国际医药卫生导报, 2025, 31(18): 3143-3147.

Hu Jun, Fu Zhenyu, Zhang Ge, Zhang Yan, Jiang Ling, Jiang Yingying.

Application of "4C" teaching method and teaching for understanding mode in clinical internship teaching in urology [J]. International Medicine and Health Guidance News, 2025, 31(18): 3143-3147.

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“4C”教学联合理解性教学模式在泌尿外科临床实习带教中的应用

Application of "4C" teaching method and teaching for understanding mode in clinical internship teaching in urology

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