ABSTRACT
Objective To explore the difference between the results of the cross-disciplinary joint teaching method and the traditional teaching method in medical humanity courses.Method 128 students in one military medical university were selected to be randomly assigned to the study group and the control group,using the cross-disciplinary joint teaching mode (study group,n=64) and traditional teaching mode (control group,n=64) in medical humanity courses.For the joint teaching mode,we compiled the teaching materials of medical humanities,formed the teaching team and organized the academic communication after class by social media.After all courses were finished,the subject cognition and approval of whole students were evaluated by the unified arranged examination and questionnaire.Then the data was processed by SPSS 18.0.Results On the aspect of subject cognition,the total scores of the study group were higher than control group in health law [(76.2 ± 3.34) vs.(72.5 ± 4.76);t=3.32,P=0.000] and medical ethics [(75.3 ±2.93) vs.(68.3 ± 3.10);t=4.01,P=0.000].On the aspect of subject approval,the recognition of the students of the study group in these three subjects were more than those of the control group except the selfevaluation of medical psychology (P=0.000).Conclusion The application of cross-disciplinary joint teaching method on medical humanity courses contributes evidently to the promotion of the medical humanity quality of clinical medical students.To implement this model,however,multi-sided resources are needed for colleges to coor-dinate,for perfect results require more practical exploration.
ABSTRACT
The cross-disciplinary form-function joint teaching of nervous system centered on organ was carried out in the Second Military Medical University for medical students of the eight-year system according to its actual situation.The nervous system was selected as the teaching content and problem-based learning was used,with the fusion of three aspects of knowledge of histology and embryology,physiology and human anatomy and the integration of teachers from different disciplinarians.The effect was good.
ABSTRACT
A teaching method called cross-disciplinary joint teaching,which integrated the neural system-based physiology,anatomy and histology from gross morphology to micmstructure,then to physiological function,was carried out on 2010 clinical eight-year program medical students.Jointteaching method was carried out throughout the whole courses.That means in three subjects related to the discipline,teachers compile the textbook,discuss teaching scheme,compile cases,collectively prepare lessons,and attend lectures and discussion together.Flexible teaching forms such as casebased teaching,problem-based teaching and bilingual teaching were also run through the whole processes of the teaching.Compared with the traditional teaching model,cross-disciplinary joint teaching not only achieves the integration of morphology,microstructure and functions of nervous system,but also has a priority of helping the students to develop a more efficient learning ability such as initiative study and thinking extension.
ABSTRACT
Objective To analyze and evaluate the joint teaching of subspeciahy teachers in the application of diagnostics probation.Methods 293 clinical medical undergraduates of Grade 2009 were randomly divided into experimental group(the joint subspeciahies teaching group,n=153) and control group(traditional teaching group,n=140).The two groups of students were divided into the 14-16 study group.The diagnostics probation teaching content(all general physical examination and ECG examination)was decomposed in the experiment group and students were taught by different subspecialties teachers while the students of the control group were taught by a teacher of internal medicine.The final examination grades and operative performance of the two groups were compared,evaluated and U tested.At the same time the questionnaire smvey was conducted to the students in the experimental group.Results The experimental group's theory examination score was (75.2 ± 8.9) and the operative assessment score was (88.5 ± 6.2),higher than that in the control group(70.9 ± 10.7 and 84.6 ± 5.5),the difference was statistically significant(P=0.001).The questionnaire results showed 92.8％(142/153)medical students improved their clinical skill,86.9％(133/153) medical students were satisfied with the joint teaching of subspecialty teachers.Conclusions The subspecialty teachers' joint teaching can improve students' clinical practice ability.It is a valuable teaching method in diagnostics teaching.