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Objective:To explore the application of OTD (observation, teaching and discussion) teaching combined with clinical pathway in nursing standardized training in operating room.Methods:A total of 50 nurses who were trained in the Operating Room of The First Affiliated Hospital of Air Force Medical University from August 2017 to June 2020 were selected and divided into control group and study group according to the rotation order, with 25 nurses in each group. Traditional teaching was used in the control group, and OTD teaching combined with clinical pathway was used in the study group. After the rotation training, the teaching effect was evaluated through the assessment of theoretical knowledge and clinical practice comprehensive ability, teaching satisfaction, and the satisfaction scores of participating surgeons and patients. SPSS 22.0 was used for t-test and chi-square test. Results:The results of theoretical assessment, clinical skill assessment and comprehensive ability assessment of operating room of the rotating nurses in the study group were higher than those in the control group, with significant difference ( P < 0.05). The study group was significantly better than the control group in 8 aspects, including learning initiative, stimulating learning interest, problem-solving ability, communication ability, clinical thinking ability, teamwork ability, critical thinking ability and teaching satisfaction ( P<0.05). The satisfaction scores of doctors [(94.06±2.67) vs. (92.17±2.75)] and patients [(94.90±3.22) vs. (91.25±3.10)] in the study group were significantly higher than those in the control group ( P<0.05). Conclusion:OTD teaching combined with clinical pathway can help to improve the theoretical knowledge, clinical practice comprehensive skills and teaching satisfaction of nursing students in operating room, and then improve the teaching quality.
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In order to improve the professional competence of in-service general practitioners and improve the effectiveness of standardized residency training, it is necessary to carry out training with the specific problems encountered in the practice. Taking Gaobeidian Community Health Service Center as an example, the characteristics, process and precautions of the general practice case discussion model based on the real scene of the community health institutions are introduced in the article. It would provide reference for improving the teaching effectiveness and efficiency in the training base of general practice.
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With the standardized training of resident doctors, the importance of clinical practice becomes more and more important. As the key department of clinical practice, the gynecology department of traditional Chinese medicine pays more attention to the training of clinical thinking. The implementation of scene reproduction mode combined with case discussion mode in clinical practice teaching of TCM postgraduates has improved the quality of clinical training, strengthened the transformation of clinical knowledge, expanded the train of thought of scientific research, and achieves good education results.
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Objective To investigate the effect and feasibility of problem-based learning teaching model in case discussion and its influence on the cultivation of medical students' practical ability in primary hospitals under the guidance of the synergy of medical education. Methods Interns from this hospital of the year 2017 were chosen as subjects. Those who were organized by science and teaching department with PBL model in case discussion were observation group, while those who were organized in traditional case discussion by clinical departments were control group. Questionnaires were filled in and effects between two groups were compared. Results In both the cognitive and affective domain, PBL teaching group scored higher compared with traditional teaching group (P=0.000). Conclusion Under the current situation, carry-ing out PBL teaching model has certain feasibility and practical significance in primary hospitals and is more suitable for the development of medical cooperation between colleges and hospitals.
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Objective To provide reliable reference for improving teaching methods of case discus-sion, the teaching effectiveness evaluation on classroom-site segmented discussions of a patient case was completed in internal environment system. Methods The questionnaire survey was conducted among 250 clinic students of 8-year program and of 5-year program to investigate the teaching effectiveness following implementation of the teaching plan called"classroom-site segmented study of patient case debate competi-tion seminars". The contents of questionnaire survey included: the students' view on characteristics and advantages of this teaching plan and the reasons for favoring and supporting the plan. Investigation was conducted using an anonymous questionnaire. A total of 250 questionnaires were distributed and 247 valid questionnaires retrieved. Data collection and analysis were performed by using Excel and SPSS 17.0 statistical software, percentage of each observing parameter was calculated. Results ①The students' view on ad-vantages of the plan included following: reducing students' study burden by 78.5％ (194/247), increasing the students' engagement in class activities by 85.4％(211/247), improving teaching quality in class discus-sion by 80.5％ (198/246), enhancing team spirit among students by 78.5％ (194/246), expanding students' thinking and exploring space by 84.5％ (207/245), and similarity of this teaching plan to clinical diagnosis and treatment process reached to 84.0％(197/235). ②The students' reasons for favoring and supporting this plan included: reducing students' study burden by 83.4％ (206/247), improving teaching quality in class discussion by 72.4％(179/247), and training students' ability to search clinical information by 82.4％ (203/247). Conclusion Implementation of the teaching plan, "classroom-site segmented study of patient case debate competition seminars", in internal environment system has reduced students' study burden, improved teaching quality, and effectively trained students' clinic thinking, which is widely welcomed by students, therefore providing a positive valuable reference to other discussion class.
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Objective To discuss the teaching of neurobiology to improve the teaching quality. Methods 35 students in Grade 2010, 39 in Grade 2011 and 41 in Grade 2012 in our university were enrolled. Grade 2010 received traditional teaching only, Grade 2011 received problem-based learning (PBL) in addition, and Grade 2012 received traditional teaching, PBL and case discussion. The scores of final exami-nation were compared. Results The scores of final examination were higher in students in Grade 2012 than in Grades 2010 and 2011. Con-clusion The combination of traditional teaching, PBL and case discussion may further improve the teaching quality of students.
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Objective To explore the effect of case discussion and process evaluation on the teaching of obstetric and gynecological nursing. Methods In April 2014, case discussion and process evaluation were used in the teaching of hypertensive disorders during pregnancy for 50 undergraduate students recruited in 2011. Group tests were used to evaluate the learning outcomes. Results The score of the 50 students ranged from 50 to 100, with the mean score of 83.6 ± 11.2 for the individual test. By group test, the score ranged from 64 to 88,with the mean score of 78.5 ± 8.8, 87.8% to 95.9% of the students were satisfied with this teaching method. Conclusions Case discussion and process evaluation can improve the teachers′competence, enrich the contents of teaching. It is effective to cultivate the students′critical thinking and competence in using knowledge to solve the clinical problems.
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Objective To research the efficiency of interactive teaching combined with group discussion in prosthodontics course. Methods Totally 40 stomatology students of 2009 grade were divid-ed into 2 groups by stratified random sampling , 6 males and 14 females in each group. Students in con-trol group were taught by traditional teaching method while those in the test group were taught by interac-tive teaching method during prosthodontics course. Knowledge lectures and cases discussion in interactive teaching method were distributed as ratio of 3∶1 in class time , and network interactive teaching was car-ried out after class. Exam was taken after the course, which included single choices(80 questions, 80 points), true or false questions(20 questions, 20 points) and case analysis(5 questions, 50 points). Full marks of the exam was 150 points and exam time was 150min. Then questionnaire survey was carried out, which included the students' interest in learning and cognition of learning difficulty. Exam scores were statistically analyzed by two sample t-test(α=0.05) and the questionnaire survey results were statistically analyzed by Mann-Whitney U test(α=0.05). Results Average scores were(109.22±8.22) in control group and(126.28±8.72) in test group, with statistical differences(F=1.1254, P=0.000). There were statistical differences between control group and test group in studying interest(Z=-2.869, P=0.004) and difficulty(Z=-2.711, P=0.007). Conclusions Initiative, thinking capacity and scores can be enhance by interactive teaching method which is more efficiently than traditional teaching method.
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Introduction of problem-based learning (PBL) teaching is the demand of teaching reform.Teaching and research section of physiology in Chongqing medical university implemented PBL teaching throughout the whole process of clinical medicine undergraduate education.The overall quality of students and the teaching quality were improved by constructing a new mode suitable for physiology teaching,focusing on training students' active learning ability and stimulating students' enthusiasm for learning.
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The practice of daily case discussion in the morning using slice show has been cartied out since orthopedic trauma department of Nanfang Hospital was set up.Bilingual ( Chinese and Englisl) discussion was hold in the department before and after the operation on the cases requiring three-level or higher level operation and those of special diseases.The bilingual case discussions will greatly improve the clinical thinking and accumulate the clinical experiences for doctors.The professional English proficiency of all doctors in the department have been improved because of the bilingual case discussions and the most effective treatment for patients was provided at the same time.
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Case discussions are one of the most common teaching-learning activities being utilized in the education of health professionals. Despite this fact, many teachers are still not equipped with the proper skills needed in the conduct of successful case discussions. They still have uncertainties on how to go about preparing for and conducting case discussions with their students. This article hopes to provide readers with an understanding of the basic concepts related to case discussion, and provide practical tips on how to conduct case discussions useful for both the health professions educators and students. The advantages of case discussions in the development of critical thinking, reasoning, and decision-making, and its versatility of application, whether in small or large group settings, classroom or clinical settings, and for varying levels of students, make it a very viable teaching-learning activity in the unstructured environment of health professionals. Seven practical tips for teachers are given to help in the preparation, planning, and conduct of case discussions. It also emphasized the role of teacher as participant, guide, and evaluator during case discussions.
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Comprehension , Health Occupations , Learning , Problem-Based Learning , Students , ThinkingABSTRACT
Case discussion is an effective approach,which combines basic theory with clinical medicine.It can evoke students' interest and cultivate their creative thinking capacity.Moreover,it can improve teachers' general ability in teaching pathophysiolo- gy.In this article,we discuss the application of case discussion in pathophysiology teaching.
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Objective To study the teaching effects of using case discussion-analysis method in the teaching course of Nursing Research among nursing students and then put forward suggestions for improving teaching.Methods By way of case discussion-analysis,a part of teaching contents of Nursing Research were taught to the 118 nursing students in 2003 grade.The teaching effect was evaluated by observing the design ability of scientific research,the learning interest,learning attitude,etc.Results The design ability of scientific research,recognition of Nursing Research,learning attitude and learning interest,etc of the students were significantly improved.Conclusions Case discussion-analysis method could effectively excite the interest and the potential of students and then improve the ability of discovering and solving problems.
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Objective To reform experimental course teaching methods of clinical bio-chemistry and elevate students interesting and ability. Methods The reformed teaching methods was taken in clinical laboratory techniques and start case-guide comprehensive experiment of clinical biochemistry. Results The innovation of teaching methods of clinical biochemistry obtained satisfactory achievement,improved students thinking skills and overall quality. Conclusion It accorded with the trend of teaching innovation and was advantageous to increasing the comprehensive predisposition.