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Objective:To explore the application effect of progressive case teaching method based on core competency in standardized nursing training.Methods:A total of 63 nursing students rotated in department of neurosurgery from June 2020 to June 2022 were selected as the research objects and randomized into experimental group ( n=31) and control group ( n=32). The experimental group adopted the progressive case teaching method based on core competency, and the control group adopted the conventional teaching mode. The data was analyzed using SPSS 26.0 to conduct t-test or non-parametric test based on the data normality for comparing the theory results, objective structure clinical examination (OSCE) scores, core competency, self-directed learning ability scores, teaching satisfaction and nursing satisfaction of patients in two wards between the two groups. Results:The theoretical results ( t=4.74, P<0.001) and OSCE scores ( t=3.81, P<0.001) of the experimental group were better than those of the control group. The scores of core competency and autonomous learning ability ( t=4.32, P<0.001) of the experimental group were better than those of the control group. The teaching satisfaction score ( t=2.21, P=0.044) and patient satisfaction score ( t=2.92, P=0.011) of the observation group were better than those of the control group. Conclusion:The progressive case teaching method based on core competency can improve the post competency of nurses, and also improve the teaching satisfaction rate and patient satisfaction rate, which is worthy of being carried out in the subsequent teaching activities.
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Objective To explore the effects of applying case-based teaching in the clinical education of ophthalmology. Methods The experimental control method was adopted in the study, with case-based teaching method in experimental group and traditional lecture-based learning in control group. The teaching effect was evaluated through theoretical test, case analysis score and the data of questionnaire investigation. Results In theoretical examination, the scores and score ≥ 80 rates of the experimental group were significantly higher than that of the control group (P<0.05), the results of differential diagnosis and total results in case analysis in the experimental group were higher than those in the control group, and there was significant difference (P<0.05). The results of the questionnaire showed that the students in the experimental group were more satisfied than those in the control group in terms of improving their learning interest and efficiency, clinical thinking ability, communication ability, teamwork spirit and satisfaction with teaching methods (P<0.05). Conclusion Comprehensive case-based teaching have achieved good results in ophthalmology teaching, which could motivate students' interest, improve the clinical ability and overall quality and it's favorable to improve the teaching quality in this field.
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Objective To explore the clinical application of case teaching method combined with clinical pathway in pediatrics teaching.Methods 103 students in pediatric practice from September 2016 to September 2017 were enrolled as the study object,who were divided randomly into observation group (52 cases) and control group (51 cases).Routine teaching method was adopted in the control group,while case teaching method combined with clinical pathway was adopted in the observation group.In addition,100 cases of children in need of rescue were selected for each group and the students were divided into two or three in a group to participate in the rescue.If the student could complete the rescue with the assistance of supervisor,he will be considered as playing a leading role in rescue process.Otherwise,another supervisor would join to lead the rescue,and the student would assist by the side,who will be considered as playing an auxiliary role in rescue process.The results of examination,classroom participation,homework,the rescue performance and the satisfaction of teaching were compared between two groups.Results The scores of theoretical course,case analysis and skill operation in the observation group was significantly higher than that of the control group (P＜0.05).The scores of classroom attendance,classroom activity and homework quality in the observation group was significantly higher than that of the control group (P＜0.05).Success rate of rescue conducted by students in the observation group was significantly higher than that in the control group(P＜0.05).The teaching satisfaction of the observation group was also significantly higher than that of the control group (P＜0.05).Conclusion The application of case teaching method combined with clinical pathway teaching model in pediatrics teaching is effective and worthy of popularizing,which can obviously improve teaching quality,arouse students' interest in teaching process,and improve students' professional quality.
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The ethical issues involved in the diagnosis and treatment of malignant tumors are increasing. Case teaching method is a teaching mode that has received much attention in recent years. This paper analyzed the com-mon ethical issues faced by clinical oncology at present, including tumor patients' right of informed consent, tumor patients' right of treatment option, and the hospice care for tumor patients and so on, and combined with cases, introduced the application of case teaching method in clinical oncology postgraduate ethics teaching.
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OBJECTIVE:To provide reference for improving the teaching quality of the course of Drug Abuse and ADR Moni-toring in pharmacy master degree candidates. METHODS:In Pharmacy College of Jilin University,traditional teaching method was adopted among pharmacy master degree candidates of grade 2014(n=30,control group);case teaching method was adopted for the course of Drug Abuse and ADR Monitoring among those of grade 2015 (n=32,observation group). The teaching effects were evaluated by questionnaire and examination. RESULTS:Theoretical examination result and case analysis score as well as the rate of excellent case analysis score in observation group were all significantly higher than control group,with statistical signifi-cance (P<0.05). The satisfaction degree of observation group was significantly higher than that of control group in respects of teaching methods,arousing interest in classroom learning,establishing the awareness of safe and rational drug use,with statistical significance (P<0.05). CONCLUSIONS:For the course of Drug Abuse and ADR Monitoring in pharmacy master degree candi-dates,case teaching method improves students'exam results,stimulates students'interest and enthusiasm,promotes the establish-ment of students'safe and rational drug use consciousness and improves teaching quality.
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?AIM: To explore the effects of “one week with one case” teaching method with college - enterprise cooperation in the theoretical classes of contact lens courses, which provide the basis for teaching reform.?METHODS: Fifty-six students in optometry major of Grade 2012 from Xi’an Medical College were divided into 2 groups randomly. The experimental group of 28 students used “one week with one case” teaching method with college-enterprise cooperation; the control group of 28 people used traditional “one week with one case”teaching method. The examination scores and questionnaire were used to evaluate the teaching effects.?RESULTS:The students of experimental group acquired higher test scores in short-answer questions and the case analysis questions compared with students of control group (P<0. 05). The questionnaire survey showed the“one week with one case” teaching method with college-enterprise cooperation acquired higher scores in 6 items which include the intensity of learning interest, information acquisition ability, team cooperation ability, communication skills, oral communication ability and the satisfaction of teaching method (P<0. 05). Four items included participation, preparation, communication ability and team spirit of experimental group students were significantly superior to those of the control group students (P<0. 05).?CONCLUSION:“One week with one case” teaching method with college-enterprise cooperation can improve comprehensive ability of students. It is an effective teaching method with the characteristics of the contact lens courses.
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Objective To explore the effect on traditional experiment and case teaching method in regional anatomy study. Methods 80 students from 2014 medical students were randomly selected as the teaching subjects and divided into traditional group and case teaching group. The traditional group con-tained 40 students, using the traditional teaching method, while case teaching group had also 40 students with case teaching method. In the process of teaching, three clinical cases were introduced, including thesubtotal thyroidectomy thoracic outlet syndrome andpancreatic cancer. After the end of the course, the students conducted a unified questionnaire and examination. SPSS 18.0 was used for data line t test or chi square test between the two groups. Results The scores of the students in the case group in the selection questions, blanks and essay questions in the final exam were higher than those of the traditional group; The average total score of the case group was (85.69 ±11.61), while the traditional group was (73.19 ±18.66), and the difference was statistically significant (t=3.597, P=0.002). The results of the questionnaire showed that the students in the case group were higher than the traditional group, and the difference was statistically significant ( χ2=14.753, P=0.001). Conclusion The effect on regional anatomy study with case teaching method is better than the traditional teaching method, and it is a promising teaching reform for the med-ical students.
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Objective To compare the application effect of the Sandwich teaching method and case teaching method in undergraduate nursing students in clinical nursing teaching.Methods 114 undergraduate nursing students were divided into observation group and control group by random number table,and each group had 57 students.The control group used case teaching method,which the teacher used case to teach,while the observation group used the Sandwich method,including teacher guides,group discussions,cross discussion,group report,teacher's comments,case analysis,etc.Results The score of theory test in observation group was 86.14±7.24,which was significantly higher than 77.46±6.97 of the control group (t=6.515,P ＜ 0.01);Students of observation group thinking yes in the nine survey items was 85.96％ to 100.00％.Conclusions The effect of Sandwich teaching method is better than case teaching method,and has high satisfaction of nursing students.
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The experimental teaching of Pharmaceutical Technology plays a critical role in improving the students' knowledge conversion,application,and innovation abilities in pharmaceutical engineering specialty.According to the problems existing in experimental teaching process,exploration and practice on the case teaching method and the student-centered teaching mode are introduced in this paper.The implementation of the teaching reform can effectively combine pharmaceutical technology theory with practice,and is conducive to the professional development of pharmaceutical engineering in our university.
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Objective To explore the implementation of the reservation case teaching method in the teaching of medical ethics.Methods:96 students of 2 classes selected from 2010 grade clinical medicine specialty by random cluster sampling ( trial group) were taught with the reservation case teaching method , while 85 students of another 2 classes selected from the same grade and specialty ( control group ) were adopted with the traditional teaching meth-od .Then the effect of the reservation case teaching method was evaluated by test and questionnaire .Results:Most of the students in the trial group considered the reservation case teaching method are beneficial to strengthen the learning interest , understand and know more about the medical ethics , cultivate creative thinking , enhance the a-bility of self-study and solving practical problems .Conclusion:Reservation case teaching method can be used in medical ethics teaching , which is advantageous over the traditional teaching method .
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〔Abstract〕 Based on elaborating the problems existed in traditional programming course, taking Beijing University of Chinese Medi-cine as an example, the paper puts forward interest teaching method, carries out comprehensive teaching reform from preparing lessons, classes, after-school three aspects, points out the key problems in implementation.Practice shows that this mode could stimulate students′learning interest and initiative and achieve good results.
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After the characteristics and necessity of medical informatics experimental course were analyzed, the application of three-stage case teaching in medical informatics experimental course was described, and its steps and methods were explained with the teaching contents of hospital system module used in experimental course as an example. This teaching method can strengthen the knowledge the students have learned.
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Applying multi-media combined with case teaching method to optimize pediatric dermatology teaching and clinical practice.The data of typical cases were collected by multi-media method,which can visually describe the characteristics of the cases and help students master the knowledge of pediatric dermatology by personal involvement.It can also cultivate students′ ability to analyze and solve problems as well as alleviate the conflicts between the clinical practice and lack of teaching case resources under the intense doctor-patient relationship.In conclusion,it is a teaching reform which deserves extending and applying.
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Biochemistry is one of the important basic subjects in medical college. It is hard for students to master because of its complicated theories and abstract contents. It has been found that carrying out case-teaching method in biochemistry teaching is good for students to arouse study interest and enhance the abilities of autonomic learning, question-analyzing and question-solving as well as consolidate theory knowledge. It is worth generalizing as a new teaching method for biochemistry in medical college.
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In order to explore the teaching methods of biochemistry experiment teaching,Biochemistry department of Wannan medical college adopts PBL and case-based teaching contrast to lecture based learning in exerimental course,to evaluate teaching effect by analyzing questionnaire survey associated examination results.It is shown that PBL and case-based teaching can get good teaching effect.
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There are many subjects related to anesthesiology and the band between anesthesiology and clinical practicevery is close. So students can not be proficient in anesthesiology by traditional teaching methods. The use of three-dimensional case teaching method in anaesthesiology teaching is a good attemptment. three-dimensional case teaching method integrate case method, multimedia technology and clinical case. It can help medical students analyze and solve clinical problems, improvetheir academic performance and enhance their clinical basic skills.
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It is very necessary to apply case-teaching method to Emergency Medicine in Universities of TCM. To establish the case-teaching system,we ourselves have written teaching materials,trained teachers, and designed all sorts of the medical records. Moreover, we have deployed other methods and principles to put this teaching into practice, used clinical skill practising as a essential supplement of teaching effect. Comparing with the traditional teaching method, it is clear that case-teaching method could make students' learning initiative and positivity improved significantly, their test scores promoted obviously. Thus, carrying out case-teaching method in Emergency Medicine could advance students capability of acquisition of knowledge and their clinical thinking .
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@#The case teaching method was applied in the course of Clinical Rehabilitation. The key factors included the case design, operation and assessment in its working program. In the teaching of Clinical Rehabilitation, the use of the case teaching method can stimulate the interest of studence and enhance the effect of teaching.
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Case teaching method was used to undergraduates’specialized courses of clinical laboratory medicine such as the clinical laboratory hemotology and basic clinical laboratory medicine. This teaching method achieved satisfactory effect in clinical ability culture and obtained the positive opinion of students.