ABSTRACT
Objective:To explore the effect of mini-clinical evaluation exercise (Mini-CEX) combined with simulation teaching + case-based learning (CBL) in pediatric clinical teaching.Methods:A total of 60 medical students who practiced in Department of Pediatrics, Affiliated Hospital of Jining Medical College from August 2019 to August 2020 were selected as the research objects. According to different teaching methods, they were divided into control group ( n=30) and observation group ( n=30). The control group received traditional teaching, and the observation group received Mini-CEX combined with simulated teaching + CBL. The assessment results, comprehensive ability of medical interview, critical thinking ability and teaching satisfaction of the two groups were compared. SPSS 20.0 was performed for t-test and Chi-square test. Results:The test scores and total scores of the observation group were significantly higher than those of the control group ( P<0.05). After teaching, the Mini-CEX scores, the CTDI-CV (critical thinking disposition inventory Chinese version) scores and the total scores of the two groups increased significantly, and the above scores were significantly higher in the observation group than the control group ( P<0.05). The scores of the teaching program satisfaction questionnaire in the observation group were significantly higher than those in the control group ( P<0.05). Conclusion:The application of Mini-CEX combined with simulation teaching + CBL in pediatric clinical teaching can help to cultivate the medical interview ability, clinical practice ability and critical thinking ability of interns, improve the examination results, and improve the teaching satisfaction.
ABSTRACT
Objective:To explore the value of problem-originated clinical medical curriculum (PCMC) and problem-based learning (PBL) in obstetric nursing teaching.Methods:A total of 80 rotary nursing interns from the Department of Obstetrics, Affiliated Hospital of Jining Medical University between July 2018 and June 2019 were selected as the research subjects, and were divided into observation group (40 cases, taking PCMC and PBL teaching method) and control group (40 cases, taking traditional teaching). The periodic assessment results of interns, theoretical results and operational results of the out-department examination, nursing-mini-clinical evaluation exercise (Nursing-Mini-CEX) and students' evaluation of teaching work were compared after departure from the department. SPSS 21.0 was used for t test and chi-square test. Results:①After intervention, the theoretical results of term interpretation, judgment question, fill-in-blank question and case analysis question were higher in observation group than those in control group ( P<0.05). ② After intervention, the scores of operational assessment results such as clothing, operational purpose, supplies preparation, evaluation, operational process, precautions and health education in observation group were higher compared with those in control group ( P<0.05). ③After intervention, the scores of eight dimensions such as nurse-patient communication, nursing skills, humanitarian spirit, counseling and patient teaching skill, nursing observation, organizational effectiveness, record reporting and overall competence were higher in observation group than those in control group ( P<0.05). ④The teaching evaluation (in addition to theoretical practical learning ability and comprehensive quality) of interns in observation group after intervention was higher than that of interns in control group ( P<0.05). Conclusion:The implementation of PCMC and PBL teaching method can significantly improve the clinical comprehensive abilities and teaching evaluation of nursing interns, and it is helpful to guide the clinical improvement of teaching model.