ABSTRACT
Objective To explore the application of the evidence-based case report method in the standardization training of resident physicians in the department of endocrinology. Methods Fifty-one resi-dents recruited from the endocrinology department were randomly divided into the experiment group (26 cases) and control group (25 cases). The evidence-based case report method was conducted in the ex-peri-mental group, while the traditional clinical teaching mode was applied in the control group. The re-sults of the examination of two groups including the theoretical test and skill test were compared and the question-naire survey was conducted to find out the differences of students' interest in learning, clinical skills and satisfaction. All data were compared using t test. Results There was no significant difference in theoretical test between the two groups (P>0.05). The total score of the skill test in the experimental group was (85.13 ±4.63) and the control group was (76.79 ±3.11) (P=0.000). The students in the experimental group showed that the teaching method had more significant effects on improving their learning interest and initiative, clinical thinking ability, clinical work ability, literature review ability and medical article writing ability. Scores of satisfaction with teaching methods (total score was 10) for experimental group were (9.69 ±0.34), which was also significantly higher than those in the control group (8.01 ±0.39) (P=0.000). Conclusion The application of evidence-based case report teaching method in the standardized training of resident physicians in department of endocrinology is worthy of being perfected and further popularized in clinical teaching work.
ABSTRACT
Multidisciplinary team is the basic model of modern head and neck oncology treatment. We try to integrated multimedia presentation in multidisciplinary head and neck oncology clinical teaching. Through building a multidisciplinary platform for discussion , on the basis of teacher's instruction and student's self-learning, we integrate the related knowledge with multimedia presentation and computer net-work to guide the learning of core knowledge and key problems of head and neck cancer, thus forming a new clinical teaching mode combining theory study with practice training. In the process of implementation, we should pay attention to arranging the learning tasks in advance, and highlight the key learning content in the multidisciplinary discussion, so as to improve the students' interest and enthusiasm in learning.