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Objective To explore the value of implementing PBL teaching method through the application of the virtual and simulative teaching platform in the teaching of "physical diagnostics". Methods The students majoring in clinical medicine were divided into experimental group (162 students) and control group (168 students) randomly. PBL teaching method through the application of the virtual and simulative teaching platform was used in the experimental group while the conventional teaching method was used in the control group. The effect of teaching was evaluated by questionnaire and examination and the data were analyzed through Chi-square and t-test. Result Questionnaire survey of satisfaction for the course showed that 92.6％ students (150 students) in experimental group were interested in the new course, 84.6％ students (137 students) felt it could increase the learning interest, and 91.3％ students (148 students) thought it could consolidate the clinical thinking. Statistical difference was found in average score between experiment group and control group in the PBL case analysis assessment examination in the course of"physical diagnostics" [(26.1±5.6) vs. (21.6±4.3), P<0.05]. Conclusion The introduction of virtual and simulative teaching plat-form in the teaching can help students understand truly all kinds of cases in clinical practice and improve the immediacy of teaching and students' initiatives, which is of great significance to the cultivation of students' clinical practice ability and clinical comprehensive thinking skills.
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Objective To explore the teaching effect of scene teaching in physical diagnostics.Methods Totally 104 clinical medicine majors of five-year program were randomly divided into two groups:experimental group (n =53) and control group (n =51).Students in experimental group were taught by scene teaching while those in control group by traditional teaching method.Teaching qualities were evaluated by final exam and questionnaire.Data of final exam were presented as mean ±SD and were calculated using student's t-test.Otherwise,statistical differences of questionnaire were calculated by Chi-square test.P ＜ 0.05 was considered statistically significant.Results Average final exam score of experimental group (80.378 ± 4.239) was better than that of control group (77.529± 4.743),with significant differences between two groups (t =3.231,P =0.002).Implementation of scene teaching method improved students self-learning ability and clinical thinking ability by 84.90％and 81.13％ respectively.Conclusions Scene teaching in physical diagnostics is superior to traditional teaching and can improve abilities of students in analyzing and solving problems.
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ObjectiveTo explore the effect of CQI on the teaching of physical diagnostics.MethodsThe theory and practice of CQI are discussed in accordance with specific conditions of the teaching of physical diagnostics.ResultsThe level of the teaching of physical diagnostics can be raised by applying CQI.ConclusionThere will be broad prospects in the application of CQI to quality teaching of physical diagnostics.
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Attentions have been paid to the medical teaching for foreign students in China.The preliminary experiences of teaching of physical diagnostics for foreign students are reviewed from the aspect of foreign students,selection of textbooks and tutors.Moreover,how to teach theory class and practice class are discussed.Many problems of teaching need to be analyzed and solved in the future.