Application of the preclinical education integrated with clinical medicine in the teaching of clinical anatomy / 中华医学教育探索杂志

This project starts with the teaching of clinical anatomy for eight-year medical students, selects specialists to enter the courses according to the content of clinical anatomy, and explores the deep integration of basic and clinical education. This study used the self-made questionnaire to evaluate the effect of the integrated teaching model, and Likert scale was used to score. Meanwhile, the correlation between the scores of each question and total points was analyzed with the item analysis. Moreover, we assessed the principal components through the exploratory factor analysis. The results showed that more than 95% questioned students thought the preclinical education integrated with clinical medicine teaching model is necessary and practical, which can assist medical students in the anatomical structure learning combined with clinical disease, and meanwhile cultivate students' clinical thinking. Only fewer than 10% thought it can connect the basic knowledge and clinical cases effectively, and over 35% thought there are difficulties. Additionally, more than half students (54%) hold the negative attitude which clinicians can't completely replace basic teachers in teaching. Our finding suggests that the integrated teaching model is attractive and feasible. Nonetheless, clinicians can’t replace preclinical teachers completely in the clinical anatomy education yet.

Evaluation of Process and Satisfaction for Selective Courses in a Medical School / 의학교육논단

The necessity of embracing selective courses in medical curriculum is increasing due to the expansion of medical knowledge and changes in the health care environment. In contrast to the abundant evidence regarding elective or selective courses during the clinical phase, articles focusing on the preclinical period are relatively scarce. This study aims to explore the development, implementation, and evaluation of newly-adopted selective courses in the first-year medical curriculum in a medical school which recently underwent a major curricular revision. First of all, the Curriculum Committee established goals and operating principles of the courses, and then the committee encouraged all participating professors to attend a related faculty development workshop after finalizing the list of courses. A survey was conducted at the end of each course for evaluation. Of the 36 courses opened in 2016, the overall satisfaction of students was 4.98±1.06 (out of 6) and showed a strong correlation with students' previous expectations, reasoning- and participation-oriented teaching, and outcome of the courses including increased motivation. In the open-ended responses, students and professors described not only intended outcomes such as acquisition of medical knowledge and increased interest in new topics, but also unintended outcomes including positive impression for selective courses and even high satisfaction and rewarding experiences, especially from the teachers' perspective. Although long-term outcomes remain to be seen, the results of this study show the feasibility and impact of selective courses and will contribute to effective implementation in other medical schools.

Three-Dimensional Printing: Basic Principles and Applications in Medicine and Radiology

The advent of three-dimensional printing (3DP) technology has enabled the creation of a tangible and complex 3D object that goes beyond a simple 3D-shaded visualization on a flat monitor. Since the early 2000s, 3DP machines have been used only in hard tissue applications. Recently developed multi-materials for 3DP have been used extensively for a variety of medical applications, such as personalized surgical planning and guidance, customized implants, biomedical research, and preclinical education. In this review article, we discuss the 3D reconstruction process, touching on medical imaging, and various 3DP systems applicable to medicine. In addition, the 3DP medical applications using multi-materials are introduced, as well as our recent results.

Computer learning evaluation with pre-test and post-test in preclinical education.

Background: Pre-test and post-test have been popularly managed in various designs in Medical Education. Tests for basic computer were performed digitally during 2004 to 2007 at Phramongkutklao College of Medicine, Thailand. Objective: To find the effectiveness of the digital pre-tests and post-tests as a tool in computer learning evaluation and course assessment for Preclinical education. Methods: Three contents of multiple choice questions were performed as pre and post-tests by the medical cadets: content I in 2004 created by using the Tool book II Instructor program, content II in 2005 and III in 2006 and 2007 operated by the Moodle program. Content II and III were accessed via intranet. The outcome data were analyzed with descriptive statistics and the two–sample Z test for comparison. Results: Each year study revealed significant higher scores in post-test than in pre-test at p ‹0.05. Both pre-test and post-test average scores in 2007 were significantly higher than in 2006 at p ‹0.05. The largest percentage number of students was conducted yearly in Fair group for pre-test and in Good group for post-test. Conclusions: The students gained computer knowledge after finishing the course. Content II and III tests are satisfied to be used via intranet as an effective tool for the computer learning evaluation and assessment methodology of the course. Simple analysis techniques, evaluation software implementation with automatically checking and paperless score saving are the benefits of this study.