ABSTRACT
Objective:To explore the practice and preliminary effects of "integrated neurology curriculum" for medical students before internship.Methods:The following 3 aspects were integrated together: teaching content, teaching faculty and teaching methods. Teaching contents are comprised of basic medical theories and extension of clinical knowledge; teaching faculty includes teachers that teach basic theories and many other clinical disciplines; teaching methods were composed of classroom teaching, case discussion and clinical internship. It is a 56-hour curriculum, with 40 hours for studying theories and 16 for clinical internship. 82 students in total had attended the course. Independent sample t-test was used to compare the scores of students in the same grade but had different course structures, and chi-square test was performed with SPSS 22.0 to compare the results of the satisfaction degree from questionnaires.Results:The average score of students was (84.7±9.3) for the courses of 2017-2018 academic year, significantly higher than that of the students who were in the same grade in previous three years. The results of satisfaction degree by the questionnaires showed that 38.6% of the students considered the integrated course to be very helpful in general, 47.7% of the students thought the case analysis part during class was helpful, and 31.8% of the students thought clinical internship was of great help to their medical study.Conclusion:The neurology curriculum based on integrated textbooks has achieved preliminary achievements in preclinical teaching practice, and the teaching group of the curriculum will continue to track the performance of medical students after entering neurology clinical internship, while further improving the quality of integrated courses in terms of teaching and assessment.
ABSTRACT
Objective To explore the reliability and validity of mini-clinical evaluation exercise (Mini-CEX) in neurology education during student-teacher interactive procedures. Methods 84 eight-year interns of clinical medicine and 5 teachers were assessed by Mini-CEX after teaching rounds. We calculated Chronbach's α as index of reliability for all teachers and students. Additionally, the Spearman correlation coefficients between students' performance and score of Mini-CEX were assessed as validation. Results According to the Mini-CEX table, the Chronbach'sαfor all teachers' evaluation was 0.986, and 0.968 for all interns. Each item in Mini-CEX was positively related with final performance of students (correlation coefficients>0.75, P<0.05). Conclusion Mini-CEX was used to evaluate both teachers and students in clinical teaching of neurology, during which it was found that Mini-CEX had good reliability and validity, and was helpful to improve the quality of clinical teaching.