Centre for Teaching and Learning, Utrecht University, PO Box 80127, 3508TC Utrecht, The Netherlands.
Med Teach. 2012;34(5):e309-16. doi: 10.3109/0142159X.2012.668236. Epub 2012 Mar 28.
To apply what has been learned theoretically in a clinical context is for many students a major challenge. In order to ease their transition into practice, a training programme was developed, focusing on learning to solve clinical problems.
The programme is designed for veterinary medicine students in the preclinical phase with already a sound theoretical base in biomedical and clinical sciences. The design is based on the engagement in learning and work processes derived from clinical practice and exposure to a large variety of real and paper-based cases. This article addresses the effectiveness of this programme design.
Programme effectiveness was defined in terms of the progress made by the students. This progress was established using methodological triangulation of the results from student questionnaires, performance observations and (pre and post) assessment.
On all dimensions of effectiveness, the results consistently showed that the programme was perceived as effective and led to improved performances in solving clinical problems and better solutions in the assessment. The students' progress was substantial.
At preclinical level, a course design based on the work processes in clinical practice and a mixture of real and paper-based patients is effective in enhancing problem-solving competence.
对于许多学生来说，将理论知识应用于临床环境是一项重大挑战。为了帮助他们顺利过渡到实践中，我们开发了一项培训计划，重点是学习解决临床问题。
该计划专为兽医专业的临床前期学生设计，他们已经在生物医学和临床科学方面有了坚实的理论基础。该计划的设计基于从临床实践中得出的学习和工作流程的参与，并接触到大量真实和基于纸张的案例。本文介绍了该计划设计的有效性。
我们根据学生问卷调查、表现观察和（前后）评估的结果，从方法论上对学生的进步进行了三角测量，以此来确定计划的有效性。
在所有有效性维度上，结果一致表明，该计划被认为是有效的，它提高了学生解决临床问题的表现，在评估中也给出了更好的解决方案。学生的进步是显著的。
在临床前阶段，基于临床实践工作流程和真实与基于纸张患者相结合的课程设计，可有效提高解决问题的能力。
