ABSTRACT
Objective:To explore the application effect of a new type of simulated dermatologic surgical mold based on 3D printing in standardized residency training of dermatology.Methods:In this study, 35 residents in Department of Dermatology, The Second Affiliated Hospital of Guangzhou Medical University from January 2018 to May 2019 were randomly divided into two groups: a new mold group based on 3D printing ( n=18) and a traditional mold group ( n=17). Two groups of residents were examined by dermatologic biopsy on the mold, and the effect of teaching was evaluated by questionnaire survey. SPSS 22.0 was used for data analysis, and the measurement data was expressed by (means ± standard deviation). The comparison between the new mold group and the traditional mold group was made by two independent samples t test. Results:The scores of dermatologic biopsy examination of residents in the new mold group were higher than those in the traditional mold group, and the differences were statistically significant ( P<0.01); and the scores of the questionnaires for the teaching effect of the new mold group were higher than those of the traditional mold group, and the differences were statistically significant ( P<0.01). Conclusion:The new type of simulated dermatologic surgical mold based on 3D printing, which has been successfully applied in the practical training of residents, lays a solid foundation for the actual clinical operation and significantly improves the teaching effect, providing a broad application prospect.
ABSTRACT
Objective:To explore the application value of case-based learning (CBL) combined with role-playing mode in clinical practice teaching for international students in department of dermatology.Methods:International students from Batch 2013 and Batch 2014 of MBBS (Bachelor of Medicine and Bachelor of Surgery, MBBS) Program of Sichuan University were recruited and divided into study and control group respectively. CBL combined with role-playing mode and traditional lecture-based learning (LBL) was adopted in the study group. The control group adopted the traditional LBL only. The points of knowledge gain, degree of interest inspiration, analytical ability and communication skill were assessed within the study group by questionnaire, meanwhile the final-test scores were compared between the study and control groups. SPSS 17.0 was used for t test, and signed rank-sum test of paired design was used for comparison. Results:Within the study group, the points of knowledge gain, degree of interest inspiration, analytical ability and communication skill for CBL combined with role-playing mode[95 (91,100)] were significantly higher than those of LBL [84 (78, 100)], and the final-test scores were significantly higher in study group [(90.23±4.78) points] than those in control group [(82.51±7.57) points] ( P<0.05). Conclusion:Clinical practice teaching for international medical students can be improved with the CBL combined with role-playing mode based on traditional LBL, which is worthy of widely application in future clinical education.
ABSTRACT
In this paper, combined with the characteristics of rotational learning of dermatologists, we have taken various measures such as improving the scientific research training system, strengthening the awareness of scientific research, optimizing the teaching mode, adding new assessment mechanism, hand-in-hand teaching and other measures to realize the close combination of clinical and scientific research, and lay a solid foundation for the cultivation of high-quality innovative talents in dermatology.
ABSTRACT
Objective:To explore the application of web problem-based learning (WPBL) + case-based learning (CBL) combined with clinical pathways in dermatological nursing teaching.Methods:A total of 120 nurses who practiced in the dermatology department of The First Affiliated Hospital of Air Force Medical University from July 2018 to June 2020 were selected as the research objects. According to the nurse practice period, they were divided into a control group and a study group, with 60 people in each group. The control group used traditional teaching, and the study group used WPBL+CBL combined with clinical pathways for teaching. After the teaching, the two groups of practical nurses were assessed for their theoretical and clinical operational abilities, and the comprehensive abilities of the two groups of practical nurses and their satisfaction with teaching were assessed through questionnaire surveys. SPSS 22.0 was used for t test and χ2 test. Results:The theoretical and clinical performance assessment results of the study group were better than those of the control group, and the difference was statistically significant ( P<0.001). The research group was better than the control group in assessment of improving clinical operation ability, independent problem-solving ability, cultivating teamwork ability, improving self-learning ability, improving ability of presenting and analyzing problems, improving comprehensive analysis ability, cultivating clinical thinking ability and comprehensive ability, with statistical significance ( P<0.001). The satisfaction rate of the trainee nurses in the study group was 93.33%, and the satisfaction rate of the trainee nurses in the control group was 31.67%, with statistically significant differences. Conclusion:WPBL+CBL combined with clinical pathways teaching can significantly improve the theoretical and clinical operation ability of dermatology practice nurses, and improve their comprehensive ability and clinical teaching satisfaction rate, which is worthy of application and promotion in clinical nursing teaching.
ABSTRACT
OBJECTIVE:To provide direct and high quality pharmaceutical care for outpatients in the department of dermatology.METHODS:Pharmaceutical care department was set up in hospital,the pharmacological knowledge and drug information were kept renewed,and contents,targets and processes of the pharmaceutical care were defined and put into practice.RESULTS&CONCLUSIONS:The practice of pharmaceutical care reduced incidences of drug-induced diseases and medical disputes,while boosted patients'confidence on physicians and pharmacists,and it is conducive to the improvement of physicians'medication level.
ABSTRACT
The Department of Dermatology of Severance Hospital was founded on May 14, 1917. However, dermatology patients were treated at Che Jung Won in 1886 according to HN Allen's report. Accordingly, it is presumable that OR Avison also saw dermatology patients and gave lectures but these are not the records of the Department of Dermatology. When Doctor Kung Sun Oh was sent to Severance Hospital on May 12, 1913, he gave lectures on anatomy, pathology and bacteriology. He became interested in dermatology and, in 1916, went to Tokyo Imperial University to study for a year. After his return, the Skin and Genitourinary Department, named western style, was opened on May 14, 1917. Despite Japanese system of running the department as Dermatology-Urology, Professor Kung Sun Oh managed the department with dermatology as the main concern. Student education and clinical practices were very strict and based on diseases but there were only a few original research articles. In 1921, Professor Kung Sun Oh was appointed the superintendent according to the amendment of the school system. On April 30, 1931, he was appointed the deputy principal and on February 16, 1934, he became the second principal of Severance Medical School and was inaugurated on Apil 17, 1934. Thus, Professor Oh rendered distinguished services in the management of the school despite his position as a professor and brought up the Severance Medical School as a formal medical school approved by the Japanese medical system. Principal Kung Sun Oh was a Christian missionary as evidenced by his many titles such as the President and Director of Seoul Orphanage, a member of Korean Social Services, Vice-president of Seoul Mission Association, director of Central Christian Youth Association and contributed a lot to the public. His deeds were acknowledged by the Korean Medical Association and, in 1934, nominated him to a senatorial post. In 1935, he was nominated as a senator to the Japanese Dermatology Association and Japanese Urology Association. In 1942, the name of 'Severance' was changed to 'Asahi', but the management of the school was kept until liberation in 1945. In summary, Professor Kung Sun Oh was a dedicated Dermatology professor, a principal who gave his best effort for the development of the medical school and a missionary who spent all his life in purifying society.