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Objective:To compare the effect of Rain Classroom and traditional teaching model on the academic achievement of domestic medical undergraduates by Meta-analysis.Methods:All literature were retrieved from CNKI, Wanfang Med Online, VIP, and CBM databases, and the retrieval time limited from the establishment of the database to October 2019. Randomized controlled trials (RTCs) for the evaluation of the effects of Rain Classroom method in undergraduate medical education were selected. Literature were screened according to the established inclusion and exclusion criteria. Data was extracted and the quality of the literature was assessed using the Jadad scale. All analyses were performed by Stata 12.0 software.Results:A total of 3 662 medical undergraduates in 20 RCTs were included. Meta-analysis results showed that student's theoretical and practical scores of the Rain Classroom teaching group were significantly higher than those of the traditional teaching group (theoretical scores: WMD = 8.52, 95%CI = 7.30 -9.74, P < 0.001; practical scores: WMD = 8.95, 95%CI = 5.42 -12.49, P < 0.001). Conclusion:The Rain Classroom teaching method can effectively improve the theoretical and practical academic achievement among medical undergraduates and enhance the teaching effect. This study has also provided the evidence -based basis for the promotion and application of the Rain Classroom teaching method in medical undergraduate courses.
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Objective@#To investigate the clinical efficacy of tight suturing for shortening healing scar tissues in repair of Myerson type III old rupture of Achilles tendon.@*Methods@#A retrospective case series study was performed to analyze the clinical data of 16 patients with Myerson III type chronic Achilles tendon ruptures admitted to Sports Hospital Affiliated to Chengdu Sport University from January 2015 to December 2017. All of the patients were males with sports injuries, aged 19-71 years (mean, 40.6 years). The Achilles tendon defect was 5-7 centimeter (mean, 5.2 centimeter). The patients received tight suturing and shortening healing scar tissue for the repair. The operation time and surgical wound size were recorded. The clinical efficacy was evaluated by Amer-Lindholm standard and American 0rthopedic Foot and Ankle Society (AOFAS) ankle-hindfoot score. Meanwhile, the complications such as wound infection, Achilles tendon re-rupture, heel lifting weakness, muscle strength decline, ankle dysfunction, lameness and symptoms of sural nerve injury were recorded.@*Results@#All patients were followed up for 11-41 months, with an average of 26 months. The operation time ranged from 25-51 minutes, with an average of 37 minutes. The incision was 4-12 cm, averaging 7 cm. According to the Amer-Lindholm standard, 14 patients were graded as excellent and two were graded as good, with the excellent and good rate of 100%. AOFAS ankle-hindfoot score increased from (42.7±6.8)points before operation to (95.1±4.9)points at the last follow-up (P<0.05). During the follow-up, there were no complications such as infection, Achilles tendon rupture, heel lifting weakness, muscle strength decline, ankle joint dysfunction, lameness and gastrocnemial nerve injury.@*Conclusion@#For Myerson type III old rupture of Achilles tendon, tight suturing for shortening healing scar tissue can increase the postoperative function scores without wound infection or complications.
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Objective To investigate the clinical efficacy of tight suturing for shortening healing scar tissues in repair of Myerson type Ⅲ old rupture of Achilles tendon.Methods A retrospective case series study was performed to analyze the clinical data of 16 patients with Myerson Ⅲ type chronic Achilles tendon ruptures admitted to Sport Hospital Affiliated to Chengdu Sport University from January 2015 to December2017.All of the patients were males with sports injuries,aged 19-71 years(mean,40.6 years).The Achilles tendon defect was 5-7 centimeter(mean,5.2 centimeter).The patients received tight suturing and shortening healing scar tissue for the repair.The operation time and surgical wound size were recorded.The clinical efficacy was evaluated by Amer-Lindholm standard and American Orthopedic Foot and Ankle Society(AOFAS)ankle-hindfoot score.Meanwhile,the complications such as wound infection,Achilles tendon re-rupture,heel lifting weakness,muscle strength decline,ankle dysfunction,lameness and symptoms of sural nerve injury were recorded.Results All patients were followed up for 11-41 months,with an average of 26 months.The operation time ranged from 25-51 minutes,with an average of 37 minutes.The incision was 4-12 cm,averaging 7 cm.According to the Amer-Lindholm standard,14 patients were graded as excellent and two were graded as good,with the excellent and good rate of 100％.AOF AS ankle-hindfoot score increased from(42.7±6.8)points before operation to(95.1±4.9)points at the last follow-up(P＜0.05).During the follow-up,there were no complications such as infection,Achilles tendon rupture,heel lifting weakness,muscle strength decline,ankle joint dysfunction,lameness and gastrocnemial nerve injury.Conclusion For Myerson type Ⅲ old rupture of Achilles tendon,tight suturing for shortening healing scar tissue can increase the postoperative function scores without wound infection or complications.
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This study started with the comprehensive experimental research and practice of pre-ventive medicine. Taking the school of public health of China Medical University as an example, this paper introduced the ideas, principles, and experience of reform and implementation of comprehensive experimen-tal teaching. The methods of comprehensive experiments construction and implementation were introduced, such as subjects, application, basic training, implementation, writing, replying and score. In addition, the comprehensive experimental topics (such as classic experiment, new technology experiment, interesting ex-periment and fund project experiment et al), and basic training (such as literature searching, epidemiology and statistical analysis, laboratory safety and quality of experimental data, network sharing et al) were pre-sented in detail. It gave the evaluation that the comprehensive experimental teaching played an important role in the process of improving the quality of teaching and formed a unique preventive medicine experi-mental teaching system and talent training mode.
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Internct has provided abundant resources for teaching,but it also brings two challenges,information overload and knowledge fragmentation.Under the environment of Internct,only by efficient course designs,can teachers deal with these two new challenges,and attract students' attentions and motivate their learning interests.Among teaching designs,the design of teaching ‘opening speech’ is quite important.During the course construction of Epidemiology in China Medical University,design strategies on opening speech were explored;the principles of opening speech design were determined.And the opening speeches were designed and cumulated for the teaching modules of Epidemiology.Furthermore,the skills of opening speech design were summarized.
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Objective To observe and evaluate the application of case-based learning in occupational health teaching of clinical medicine students.Methods Seven-year undergraduates majored in clinical medicine were selected as study subjects,divided into two groups,and received case-based learning(55 persons,story case for theory course,field case for experiment course)and traditional teaching(56 persons,theoretical instruction for theory course,instructional video for experiment course),respectively.T test and x2 test were used to analyze and compare students' after-school evaluation results and the questionnaire survey results of both groups respectively.Results The total score of the after-school evaluation[(11.84 ± 2.86) vs.(9.80 ± 3.39),t=-3.419],basic cognitive ability score[(4.80 ± 1.08) vs.(4.05 ± 1.43),t=-3.097] and analyzing ability score[(7.04 ±2.21) vs.(5.75 ± 2.59),t=-2.813] of students in the case-based learning group were significantly higher than those of the students in the traditional teaching group(P＜0.05).Questionnaire survey showed that the number and proportion of case teaching group of students held a positive attitude towards the teaching methods used in improving students' ability to analyze problems(x2=4.757),increasing study interest (x2=4.371),promoting knowledge mastery (x2=4.276) is higher than traditional teaching group (P＜0.05).Conclusion Case-based learning can inspire students' learning initiative,improve their creative ability to use knowledge,analyze and solve practical problems,so as to promote the course scores.
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In China medical university 8 weeks early exposing to scientific research have been arranged for the students on seven-year program of clinical medicine. The purpose is to let the students understand scientific research procedures based on the tutor's research project. The students gain great achievements. The result of questionnaire shows that the attitudes of the students are positive and 81% of them are satisfied in general. The paper also summarizes the experiences of the practice.