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Objective To explore the feasibility and evaluate the teaching effect of case-based multidisciplinary team teaching mode in clinical practice teaching of gynecology.Method According to different grade,120 students were divided into experimental group and control group (60 students per group).The teaching content contained three malignant tumor cases,which were cervical cancer,endometrial cancer and ovarian cancer.The course needed 12 periods totally.The experimental group received multidisciplinary team (MDT) teaching mode,and the control group received traditional lecture-based learning teaching mode (LBL).Teaching effect evaluation and test scores would be analyzed at the end of teaching.SPSS19.0 was used for t test and chi-square test.Results Our results showed that the theory test scores,practical skills test scores,the paperwork scores and the total scores of the students in MDT group were significantly higher than those in the traditional group (P＜0.05).At the same time,the students' self-evaluation scores in the ability of information retrieval,acquisition,understanding,comprehensive and the ability of self-learning,learning interest,enthusiasm and teamwork were significantly higher than the traditional group (P＜0.05).Conclusion MDT teaching mode is feasible,which can improve teaching effect and students' quality,and is worthy of advocating and popularization.
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Objective To explore the practical effects of multiple intelligence theory applied in Obstetrics and Gynecology clinical internship teaching for the medical students.Methods The Eight-year program medical students in the classes of 2009 and 2010 were collected,among which 45 students in theexperimental group were taught by multiple intelligence theory,and 40 students in the control group were taught by traditional teaching methods.The results determined by the questionnaire survey,written test scores,operation test scores,medical documents writing results,usual performance and teachers' job evaluation.The data were analyzed by SPSS 17.0 statistical software,chi-square test and t test.Results Compared with control group,the written test scores,operation test scores,medical documents writing results,usual performance,the student questionnaire and teachers' self work evaluation of the experimental group were significantly higher (89.720 ± 8.147) vs.(81.140 ± 9.142),(88.230 ± 4.328) vs.(80.360 ± 5.621),(86.530 ± 2.641) vs.(81.580 ± 2.036),(87.650 ± 3.957) vs.(82.360 ± 6.392),which showed statistically significant difference (P＜0.05).The experimental group students think the teaching methods with multiple intelligence theory are novel,producing following positive effects in fully inspiring learning initiative,fostering the ability of independent study,enlightening clinical thinking,strengthening collective cooperation and improving the ability of doctor-patient communication and problem-solving etc.Conclusions It shows that the application of multiple intelligences theory in Obstetrics and Gynecology clinical internship for the medical students could motivate the students' self-confidence and enthusiasm,and contribute to train high quality medical talent,Meanwhile,the higher requirements are needed for teachers.It is worth promoting the application.
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Objective To evaluate the effect of 3D printed skeletal model in orthopedic clinical in-ternship teaching . Methods From October 2015 to October 2016 , 30 undergraduate clinical medical internship students were divided into traditional teaching group and 3D model teaching group randomly. 1 teaching ward round was conducted for each student. Teaching rounds were conducted according to routine procedures in traditional teaching group, while the 3D model teaching group used the patient's 3D print skeletal model to assist in teaching rounds and perform simulated surgery. All students were tested in theory and practice, and the teaching evaluation was carried out by questionnaire. Data were imputed into SPSS 19.0 for comparison between the two groups using t-test. Results Students in 3D model teaching group significantly outperformed than those in traditional teaching group in theoretical achievement [(92.27±4.56) vs. (86.87±5.30)] and practical achievement [(90.07±4.61) vs. (82.53±5.03)] (P<0.01). In respects of pro-moting theoretical knowledge, enhancing surgical participation, hands-on ability exercise, teaching attraction and overall satisfaction, students in 3D model teaching group gave a better evaluation of teaching they had received than those in the traditional teaching group (P<0.01). Conclusion 3D printed skeletal model is an effective teaching tool, and its application in clinical internship teaching at basic-level hospital can signifi-cantly improve teaching effectiveness and satisfaction. It is worth further exploration and promotion.
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The formative assessment system has been applied to the internship education for the clinical anesthesia with the aim to improve students' initiative and to evaluate their outcomes more compre-hensively. The students' performance in the shift exchange, case discussion, raising question, solving question at the time points of after the preclinical train, one month and 3 months into the anesthesia internship, and after the completion of internship, and their capability in preoperative patient assessment, condition report, clinical practice, review writing have been evaluated to determine the educational quality and to instruct the improvement of educational approach. Assess process takes into account both the individuality and the gen-eral character of the students and feedbacks the evaluation result to improve the practice teaching The im-plementation of the evaluation can promote students' autonomous learning and comprehensively evaluate students' practice process.
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Objective To evaluate the effect of ultrasound-guided arterial catheterization in internships of anesthesiology.Methods Sixty students were randomly divided into ultrasound-guided teaching group(n=30,3 male) and traditional teaching group (n=30,4 male).In the two groups,the ultrasound-guided arterial catheterization technology and artery catheterization technique were adopted respectively for teaching.The success rate of arterial catheterization was compared between the two groups after 2 months internships and when finishing internships of anesthesiology.The questionnaire was investigated in ultrasoundguided teaching group after finished internships of anesthesiology.Results The success rate of arterial catheterization in ultrasound-guided teaching group was extremely higher than in traditional teaching group after 2 months internships of anesthesiology (52 ± 8)％ vs.(38 ± 10)％,(x2=7.746,P=0.005).After finishing internships of anesthesiology,the success rate of arterial catheteri-zation was (67±7)％ in ultrasound-guided teaching group and (59 ± 9)％ in traditional teaching group (x2=5.531,P=0.036).And all students thought ultrasound-guided arterial catheters teaching was helpful to them and could improve their learning interest.Conclusion Ultrasound-guided arterial catheterization is beneficial to the internship teaching of undergraduate of anesthesiology,which can help them to master the arterial catheterization technique better,and improve the success rate of arterial catheterization and their learning interest.
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Este trabalho relata a experiência de uma proposta de aulas práticas em administração de enfermagem, com uma abordagem metodológica diferenciada, elaborada por discentes da Pós-graduação em Enfermagem da UFSC em Estágio de Docência. Teve como objetivo, fortalecer a integração entre graduação e pós-graduação, desenvolvendo com acadêmicas(os) da sétima fase do Curso de Graduação em Enfermagem da UFSC, a capacidade de desempenhar as funções administrativas e assistenciais da(o) enfermeira(o), por meio de uma abordagem metodológica pautada no planejamento, execução, reflexão e avaliação da administração de enfermagem, utilizando guias de observação das atividades desenvolvidas pelos membros da equipe de enfermagem, baseando-se na Lei do Exercício Profissional de Enfermagem(1), Código de Ética dos Profissionais de Enfermagem(2), Resolução COFEN 189(3), e documentos afins.
This work teUs the experience of a proposal of nursing management practical classes, with a differentiated methodological approach, elaborated by students of the Post-graduation in Nursing of UFSC in Stage of Teaching. It has as objective, to fortify the integration between graduation and post-graduation, developing with seventh phase academics of the Course of Graduation in Nursing of UFSC, the capacity to play the administrative and assistencial functions of the nurse, through an methodological approach modeled in the planning, execution, reflection and evaluation ofthe nursing management, using observation guides of the activities developed by the nursing team members, based on the Law of the Professional Exercise of Nursing"), Nursing Professionals' Ethical Code(2), Resolution COFEN 189(3), and documents related.
Este trabajo relata la experiencia de una propuesta de aulas practicas en administración de enfermería, con un objetivo metodológico diferente, elaborado por estudiantes de Posgraduación en Enfermeria de UFSC en Prácticas Docentes. Tiene como objetivo fortalecer Ia integración entre graduación y posgraduación, desarrollando con académicas(os) de Ia séptima fase dei Curso de Graduación en Enfermeria de Ia UFSC, Ia capacidad de desempenar Ias funciones administrativas y asistenciales dei enfermero e de Ia enfermera, por medio de una abordaje metodo/ógica pautada en el planeamiento, ejecución, reflexión y verificación de administración de enfermeria, utilizando guias de observación de Ias actividades deserrol/adas por los miembros dei equipo de enfermería, basándose en la Ley del Ejercicio Profesional de Enfermería, Codigo de Ética de los Profesionales de Enfermería, Resolución COFEN 189 y documentos afines.