ABSTRACT
Objective:To evaluate the rationality of the "Sandwich Principle teaching mode" adopted in our teaching of internal medicine and verify the necessity of its "Intergroup intersecting discussion".Methods:33 students majoring in traditional Chinese medicine were divided into control group (taught by standard process of sandwich principle) and experiment group (taught by simplified process of sandwich principle). The Dundee Ready Education Environment Measure (DREEM) was used to evaluate students' feelings toward the two teaching modes.Results:The total score of DREEM in the control group was higher than that in the experiment group, with statistically significant difference; the total score in the academic perception subscale in the control group was higher than that in the experiment group, among which the scores of "I have faith in passing the exam this year" and other 2 items were better than that in the experiment group, with statistically significant difference ( P<0.05); there were no statistical difference in the total scores of other perception subscales between the two groups( P>0.05), but the scores of the 9 items including "the atmosphere is very harmonious in the clinical teaching process" in the control group were significantly better than those in the experiment group, with statistically significant difference( P<0.05). Conclusion:The teaching mode of Sandwich Principle can create a positive and effective learning environment for supporting students. "Intergroup intersecting discussion" can encourage students to actively participate in the teaching process, and help increase their academic confidence and sense of achievement in learning. It is also helpful to build a harmonious teacher-student relationship and create a relaxing and pleasant learning environment so that students can gain a better learning experience. Therefore, "Intergroup intersecting discussion" is indispensable in medical teaching.
ABSTRACT
Background:In the treatment of many gastric diseases,eradication of Helicobacter pylori( Hp)is important. With the increasing in antibiotic resistance of Hp,the eradication efficacy of conventional triple and quadruple therapy for Hp is decreasing in recent years. Aims:To assess the efficacy and safety of quadruple therapy combined with astragalus membranaceus for Hp eradication. Methods:A total of 395 Hp-infected patients with chronic gastritis/dyspepsia and peptic ulcer diagnosed by gastroscopy were enrolled,of them 185 patients were of chronic gastritis/dyspepsia group and 210 patients were of peptic ulcer group. Patients in the two groups were subdivided into trial group and control group. Patients in trial group were given quadruple therapy combined with astragalus membranaceus for 14 days,and patients in control group were given quadruple therapy only for 14 days. Hp eradication was assessed by 13 C-urea breath test 4 weeks after treatment. Results:A total of 358 patients(90. 6%)completed the study. In chronic gastritis/dyspepsia group,the eradication rate was significantly higher in trial group than in control group by PP analysis(P0. 05). In peptic ulcer group,the eradication rates by PP and ITT analysis showed no significant differences between trial group and control group(P>0. 05). In control group,the eradication rates by PP and ITT analysis were significantly higher in peptic ulcer group than in chronic gastritis/dyspepsia group( P 0. 05 ). The incidence of adverse effects was not significantly different between chronic gastritis/dyspepsia group and peptic ulcer group as well as trial group and control group( P>0. 05). Conclusions:Quadruple therapy combined with astragalus membranaceus could increase the eradication rate of Hp in chronic gastritis/dyspepsia group safely.
ABSTRACT
In view of the deficiency of traditional teaching methods and teaching resources in clinical practice, our department has designed cases according to diagnosis, diagnosis basis, laboratory examination and treatment, and deploys the case based learning with PPT files according to such teaching process as case introduction, guiding discussion, summary and teaching, introspection and expansion as well as homework. Meanwhile contrast experiment was carried out. The results have showed the case based learning probably has the positive impact on improving teaching quality of clinical practice , mainly reflected in: ①contributing to the completion of the teaching outline;②contributing to the transform of theoretical knowledge from systemic structure to applied structure;③contributing to establishing the teaching model and assessment system which are more complete and standard than the traditional teaching methods; ④contributing to improving students' interest and mo-tivation;⑤contributing to improving the teaching efficiency, which makes students have more time to participate in the application and training of clinical skills.