ABSTRACT
Objective:To apply the maker teaching method in the teaching of gastroenterology to expand students' thinking and stimulate their innovative consciousness, so as to obtain better teaching effects and improve students' achievements, degrees of teaching satisfaction and learning interest.Methods:All the students of two long-schooling classes who were on clinical probation in Xuanwu Hospital of Capital Medical University from January 2020 to September 2021 were selected as the research objects. All the students in one class were classified as the experimental group (SCS maker teaching group), with 55 students in total; the other class students were classified as the control group (traditional teaching group), with 56 students in total. Before teaching, students in the two groups were given a mapping test and scored by the Williams creativity tendency scale, and after teaching, students were given a closed-book test and scored by the Williams creativity tendency scale. Finally, the students' satisfaction score and study interest were investigated by questionnaire. SPSS 23.0 was used to perform t-test and Chi-square test for the data. Results:The experimental group's post-teaching test scores, total theoretical scores (68.11±9.27 vs. 58.66±6.55, t=-6.19, P<0.001), choice questions (21.85±3.94 vs. 18.96±4.59, t=-3.56, P=0.001), short answer questions (13.55±3.67 vs. 11.18±3.23, t=-3.61, P <0.001), simple case analysis (12.67±3.82 vs. 11.14±2.82, t=-2.40, P=0.018), complex case analysis (20.04±5.62 vs. 17.38±5.30, t=-2.57, P=0.012) and film reading tests (36.53±7.59 vs. 33.14±7.82, t=-2.31, P=0.023) were all higher than those of the control group, and the differences were statistically significant. The scores of the Williams creativity tendency scale (98.91±9.81 vs. 91.09±10.60, t=-4.03, P <0.001), satisfaction scores (6.76±1.78 vs. 5.66±1.91, t=-3.14, P=0.002) and learning interest scores (6.49±2.00 vs. 5.41±1.82, t=-2.98, P=0.004) of the experimental group were higher than those of control group, and the differences were statistically significant. Conclusion:The application of maker teaching method in the teaching of gastroenterology can cultivate students' innovative thinking, improve medical students' understanding of digestive endoscopy, induce their desire to learn digestive endoscopy, and improve students' satisfaction with teaching.
ABSTRACT
Objective:To investigate the effect of “Internet+Healthcare” combined with traditional education on the quality of bowel preparation for colonoscopy.Methods:A double-blind randomized parallel controlled trial was conducted. A total of 660 patients who underwent colonoscopy from August 2020 to August 2021 were enrolled. The patients were randomly assigned to receive “Internet+Healthcare” education combined with traditional education (study group, n=330 cases) or the traditional education alone (control group, n=330).The Boston bowel preparation scale, the qualified rate of bowel preparation and the adenoma detection rate of the two groups were compared. The factors affecting bowel preparation were determined by multivariate logistic regression analysis. Results:The Boston bowel preparation scale (6.1±1.1 vs. 5.3±1.2, t=-9.18, P<0.001), the qualified rate of bowel preparation [93.5% (300/321) vs. 75.8% (244/322), χ2=38.58, P<0.001], and the adenoma detection rate [39.3%(126/321) vs. 30.4%(98/322), χ2=5.51, P=0.019] in the study group were significantly higher than those in the control group. The factors related to qualified bowel preparation were female gender ( OR=2.19, 95 %CI:1.33-3.59, P=0.002), no hypertension ( OR=1.91, 95 %CI:1.17-3.12, P=0.010), diarrhea ( OR=4.84, 95 %CI:1.22-19.24, P=0.025), and “Internet+Healthcare” combined with traditional education ( OR=4.79, 95 %CI:2.81-8.16, P<0.001).The factors related to unqualified bowel preparation were no colonoscopy history ( OR=0.34, 95 %CI:0.20-0.56, P<0.001) and no diabetes ( OR=0.44, 95 %CI:0.24-0.80, P=0.008). Conclusions:Compared with traditional education, patients who received “Internet+Healthcare” education combined with traditional education have high quality of bowel preparation and high adenoma detection rate in colonoscopy. To obtain qualified bowel preparation for colonoscopy attention should be paid to factors affecting bowel preparation quality.