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Objective:To evaluate the effect of teacher simulate standardized patient (TSSP) consultation training in pediatric practical teaching.Methods:A total of 120 interns from the five-year clinical medicine major of Batch 2015 were randomly divided into experimental group and control group. In the experimental group, 60 interns were trained by TSSP for consultation after admission. After the training, the clinical parents of the children were consulted and the children were physically examined under the guidance of teachers. In the control group, 60 interns were trained according to the same requirements, but TSSP consultation training was not included. At the end of the practice, the performance, operation skills and medical record writing ability of the interns were compared, and the satisfaction of the experimental group was investigated. SPSS 25.0 software was used for t test and chi-square test. Results:The medical record writing results of the experimental group were (96.15±3.00) points, significantly higher than that of the control group [(81.02±3.29) points], and the differences were statistically significant ( t = 26.38; P < 0.001). In the mini-clinical evaluation exercise (Mini-CEX), the scores of medical history collection, communication skills, humanistic care and physical examination were significantly higher than those of the control group ( t= 15.41, 17.67, 15.39 respectively; all P < 0.001). The experimental group had high satisfaction with the teaching method of TSSP consultation training. Conclusion:TSSP consultation training improves the intern medical record writing ability, doctor-patient communication ability, clinical operation ability, stimulates the learning interest of interns, trains the trainee doctors humanistic consciousness, integrates into the ideological and political education, effectively ensures the quality of practical teaching of pediatrics, and obtains recognition from intern, which is worth promoting.
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Objective:To understand the clinical research knowledge, attitude and practice of pediatrics residents in standardized residency training, and to provide scientific basis for improving their capability of clinical medical scientific research.Methods:A self-complied questionnaire survey including demographic information, knowledge and attitudes toward capability of medical scientific research as well as personal interview was conducted in 22 pediatric residents during the standardized residency training from April to July, 2017. Data were analyzed by (mean±standard deviation) and percentage for description, and qualitative data were analyzed by classification and induction. SPSS 18.0 was used to analyze the data.Results:Firstly, the total score of basic knowledge in clinical scientific research was (54.14±23.06), with the scores between 31 and 60 being the most. Secondly, all these residents believed that capability of clinical medical scientific research was very important for them and clinical research training was necessary for them during the standardized residency training. Thirdly, the residents had the scientific research practices but no article published during the standardized residency training. Fourthly, the residents hoped to improve their capability of clinical scientific research by various means during the training.Conclusion:It is indicated that basic knowledge on capability of clinical medical research is still insufficient in standardized residency training of pediatrics residents, so relevant measures should be taken to cultivate their capability of clinical scientific research.
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Objective:To explore whether interactive learning mode can improve learning ability of medical students.Methods:From September 2017 to January 2018, there were 266 medical undergraduate interns of Grade 2014 in the department of pediatrics of the First Affiliated Hospital of Xi'an Jiaotong University. Interactive approach mode was used in pediatric probation teaching of hematological disease. And the questionnaire and final exam grade were used to evaluate the effect of interactive approach in pediatric clinical practice teaching and understand students' satisfaction with interactive learning. The test results were compared with those of 146 Grade 2013 students, who studied in the same period of 2016 and adopted traditional teaching methods. Data were analyzed using SPSS 19.0 software.Results:In the questionnaire survey, the interactive approach mode was believed to improve the learning enthusiasm by 95.8% (230/240) students, improve the ability of language expression by 97.5% (234/240) students, promote the knowledge understanding and memory by 93.3% (224/240) students, and enhance the ability of self-study and by 90.9% (218/240) students. Additionally, the mode was believed to facilitate the ability of analyzing and resolving problems by 94.2% (226/240) students, and enhance the ability of information technology, such as information retrieval ability, PPT production ability, by 96.2% (231/240) students. Moreover, the test results of students using interactive approach model mode were significantly higher than those using traditional teaching mode ( P<0.01). In the questionnaire survey, there were 92.5% (222/240) students accepting interactive approach mode. Conclusion:The teaching mode of interactive approach can improve the learning enthusiasm and learning ability of medical students, which is worthy of popularization and application in the probationary courses.
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Objective To explore application on improving basic knowledge of clinical scientific research based on PDCA circle in the standardized training of pediatrics residents and to provide scientific basis for improving the capability of clinical scientific research in standardized training of pediatrics residents. Methods Based on previous research results, the training courses of improving the capability of clinical scientific research based on conception of PDCA were practiced . The examination of basic knowledge of clinical scientific research before and after training and satisfaction questionnaire in pattern, contents , time arrangements as well as effect of training courses were conducted among 22 pediatrics residents from April to July, 2017. Data were analyzed using Mean, Standard deviation and proportion for description and the data before and after training were given a independent-sample t test. The training courses were taken for 3 months. Results ①Compared with the training courses before, the average scores of basic knowledge in capability of clinical scientific research were improved after training [(54.14±23.06) vs. (73.63±21.05)]. ②Insufficiency of some basic clinical scientific research knowledge still existed and there was no statistical difference between the results before and after the training in those areas. ③ In the standardized training, pediatrics residents were satisfied with the pattern, contents and results of training courses, except for the time arrangement. Conclusion The training courses based on PDCA circle can significantly improve the capability of clinical scientific research in the standardized training of pediatrics residents.