ABSTRACT
To explore and discuss the teaching effect of problem-based learning (PBL) teaching method on the traditional Chinese medicine internal medicine. It emphasized that taking the student as the main body of teaching, and designing the situation for typical clinical medical records, which included stratifing the medical records, gradually releasing the records' information, guiding the students' divergent thinking, help students with the integration of the basic knowledge establish diagnosis and lastly offering the appropriate and rational treatment. It stimulated and interested the students with searching literature, giving positive thinking, and improving the exploration ability. The PBL showed a different view from the case discussion teaching method, and was proved to be a good teaching method for TCM internal medicine.
ABSTRACT
Summarize the application of SOAP in the medical field and find out its problems in the course of traditional Chinese medicine, to explore the significance and value of SOAP in teaching practice in TCM. Organize relevant literature and discuss the application of SOAP in the course of Chinese medicine. SOAP is widely used in various aspects of medicine, and there are still some problems in the course of TCM. The use of SOAP model for teaching and assessment has important practical significance and value in the course of Chinese medicine internal medicine practice, and SOAP emphasize the practice of the post competence oriented teaching, which is worth promoting.
ABSTRACT
Objective This paper explores the application effects of the teaching mode of"Problem-based Learning (PBL)" in Chinese internal medicine teaching. Methods 73 students from the major of traditional Chinese medicine from the First Clinical Medical College of Shandong University of Traditional Chinese Medicine are divided into observation group(36)and control group(37)with the random number table. Two different teaching methods, i.e., PBL and LBL (Lecture Based Learning), are employed to carry out prospective and randomized controlled study at parallel level, and then questionnaire are used to evaluate the teaching effects. Results The average scores of the observation group are high than those of the controlled group in the following aspects:the active classroom atmosphere(3.5 ± 0.6 vs.3.2 ± 0.6,t=2.275),improving classroom attention(3.6 ± 0.6 vs.3.2 ± 0.7,t=2.778),benefiting to the grasping of knowledge(3.5 ± 0.6 vs.3.0 ± 0.6,t=2.818), improving the self-taught ability(3.6 ± 0.6 vs.3.0 ± 1.1,t=2.935),improving the ability of analyzing problems(3.7 ± 0.5 vs. 3.1 ± 1.0, t=3.072), improving TCM thinking ability (3.5 ± 0.6 vs. 3.1 ± 0.9, t=2.431), enhancing the cooperative ability(3.6 ± 0.6 vs.3.0 ± 1.0,t=3.049),improving the communication ability(3.7 ± 0.5 vs.3.0 ± 1.0, t=3.864)and improving the innovation consciousness(3.2 ± 0.7 vs.2.7 ± 0.9,t=2.423)(P<0.05 or P<0.01).The score of the comprehensive evaluation of the questionnaire in the observation group are higher than that in the controlled group (P<0.01). Conclusions PBL teaching method has remarkable advantages over LBL teaching method in training the knowledge, ability and quality of students, as well as the overall teaching effect.
ABSTRACT
This paper showed a brief introduction of high-quality teaching mode. The five-star teaching model was reformed for the Chinese medical science. According to the five-star teaching mode, its principle, focus and creating situation, review guide, activation, showing examples and demonstration, trying to practice and the application of new knowledge, this paper took insomnia as an example into the classroom as a try and to evaluate the teaching effect of five teaching mode.