Abstract：Objective To explore the application of clinical pathology, pathophysiology and treatment (CPPT) teaching model in clinical teaching of neurology. Methods A total of 120 subjects were selected from 2014 class “5+3” clinical students who came to Department of Neurology, People′s Hospital of Wuhan University in 2018, and they were divided into control group and experimental group according to the random number table method, with 60 cases in each group. The traditional teaching mode (LBL) was used in control group, CPPT teaching mode was used in experimental group. At the end of teaching, the theoretical scores, case analysis scores, skill operation scores and self-administered questionnaire of two groups of students were analyzed. Results The scores of theoretical knowledge, case analysis and clinical skills in experimental group were significantly higher than those in control group, the differences were statistically significant (P < 0.05). The scores of self-cultivation interest, active participation in practice, language expression ability, self-study ability, theoretical knowledge mastering ability, problem solving ability, team cooperation, doctor-patient communication ability, disease diagnosis and differential diagnosis level and knowledge application ability in experimental group were higher than those in control group, the differences were statistically significant (P < 0.05). The scores of frequently ask questions to students about relevant knowledge, give positive feedback to students′ questions and teach students in accordance with their aptitude to give full play to students′ enthusiasm in experimental group were higher than those in control group, the differences were statistically significant (P < 0.05). Conclusion CPPT teaching mode is better than LBL, and more in line with the clinical learning needs of interns in neurology.
2019, Vol. 16 
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