ABSTRACT
Objective:To design a set of gastroscope doctor-patient communication micro video teaching materials based on narrative medicine to be applied for junior doctors and medical students before and after gastroscopic diagnosis and treatment of communication skills training, and explore the application effect of teaching materials in the training.Methods:Based on the concept of narrative medicine, combined with the modern doctor-patient communication guide (Calgary-Cambridge Guide), a micro video textbook for doctor-patient communication in the whole process of gastroscope diagnosis and treatment was designed and used to demonstrate the main doctor-patient communication involved in each segment before and after gastroscope operation. A total of 32 junior doctors and medical students of a tertiary hospital in Guangdong from August 2019 to October 2020 were divided into two groups, with 15 trainees in control group and 17 trainees in experimental group. The experimental group was instructed by teachers with video teaching materials, while the control group was instructed by teachers with traditional oral teaching method. The two groups completed the study and took the written test and interview of doctor-patient communication. The scores between the two groups were compared, and the scores of the first and second examination in each group were compared. SPSS 19.0 was performed for t test and chi-square test. Results:The scores of the two written tests in the experimental group [(86.32±3.87), (84.84±4.84)] were better than those in the control group [(82.33±4.94), (72.00±5.62)], and the difference was statistically significant ( P<0.05). There was significant difference in scores between the two written tests in the control group, and the first test was better than the second test ( P<0.05). There was no significant difference in the scores between the two written tests in the experimental group ( P>0.05). The two interview scores of the experimental group were better than those of the control group, with statistical significance ( P<0.05). The scores difference between the two interviews in the control group and the experimental group were statistically significant, and the first was better than the second ( P<0.05). Conclusion:Micro video textbook of doctor-patient communication based on narrative medicine helps students improve their skills of doctor-patient communication in gastroscopy, and has obvious advantages over traditional teaching in maintaining the training effect.
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Objective:To investigate the effects of micro video combined with situational experience health education program in elderly diabetic patients.Methods:Totally, 100 elderly diabetic patients were enrolled from January to December in 2018 in Sir Run Run Shaw Hospital Affiliated to Zhejiang University School of Medicine. They were assigned to experimental group ( n=50) and control group( n=50) by random number table. The control group received routine health education, while the experimental group received micro video combined with situational experience health education program. The intervention effects were assessed by Chinese version of Tilburg Frailty Indicator and Summary of Diabetes Self Care Action. Results:Finally, 45 cases were included in the experimental group and 47 cases in the control group. There was no significant difference between the two groups before intervention ( P>0.05). After intervention, the scores of physical frailty, psychological frailty, social frailty and total frailty were (2.60 ± 1.19) points, (1.24 ± 0.87) points, (1.11 ± 0.83) points and (4.96 ± 1.76) points in the experimental group, significantly lower than in the control group (3.45 ± 1.18) points, (1.96 ± 0.86) points, (2.06 ± 0.79) points and (7.47 ± 1.57) points. The difference was statistically significant ( t values were 3.32-7.23, P<0.01); the scores of diet, exercise, blood glucose monitoring, medication, foot care dimension and total self-care activities were (20.36 ± 2.22) points, (12.02 ± 2.33) points, (5.07 ± 0.81) points, (9.98 ± 1.99) points, (7.53 ± 1.10) points and (54.96 ± 4.49) points in the experimental group, significantly higher than in the control group (18.96 ± 2.12) points, (10.47 ± 2.24) points, (3.85 ± 0.83) points, (8.62 ± 1.69) points, (6.60 ± 1.12) points and (48.49 ± 4.07) points. the difference was statistically significant ( t values were 3.10-7.25, P<0.01). Conclusions:Micro video combined with situational experience can improve frailty status and self-care activities in elderly patients with diabetes.
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In this paper, the micro-video teaching mode was explored in the course construction of . The micro-video teaching contents include the academic thought, experience in diagnosis and treatment, characteristic technology and clinical manipulation of famous acupuncture experts in the Henan University of CM. Each micro-video film is designed within 15-18 min, including three sections of knowledge, i.e. basic theory, technological application and clinical manipulation. Each section is designed within 5-6 min. The construction of the teaching course of is the innovation of practice mode of TCM and the new approach to the inheritance of the experience of experts. The construction of micro-video teaching course propels the reform of teaching mode, improves the learning initiative of students and clinical manipulative ability so as to improve the teaching effect and quality.
Subject(s)
Humans , Acupuncture Therapy , Learning , Moxibustion , Students , TeachingABSTRACT
Flipped classroom as a new teaching mode provides a new idea for the reform of teaching and learning of medical genetics. This paper analyzes the feasibility of flipped classroom applied in medical genetics teaching and puts forward the concrete teaching design and practice process. That is, establishing task list, making teaching materials, drafting progress process and so on before class; implementing group reporting, teacher reviewing and in-class test in class; after class conducting comprehensive evaluating, summarizing and feedback, etc. Meanwhile, combining the practice, the experience and deficiency of flipped classroom is summarized in the end. Preliminary evaluation shows that the flipped classroom teaching im-proves students'!autonomous learning initiative, but it still needs to be improved in the course of medical genetics.