ABSTRACT
Objective:To explore the application effect of case-based learning (CBL) combined with three-dimensional (3D) imaging technology in thoracic surgery probationary teaching.Methods:Ninety thoracic surgery interns in the Affiliated Hospital of Yangzhou University, China in 2019 were selected and divided into the conventional theoretical teaching group (group A), CBL group (group B), and CBL combined with 3D imaging technology group (group C) according to the random number table method. Group A was taught with conventional theory; group B was taught by CBL; in group C, 3D imaging software was used to reconstruct computed tomography data based on CBL. The theoretical scores of the three groups were evaluated respectively, and a questionnaire survey was conducted on the students (including whether the teaching is conducive to stimulating the interest and enthusiasm of learning, whether it is conducive to the establishment of clinical thinking, evaluation of advantages and disadvantages of the teaching method, and whether the teaching method is conducive to the mastery of theoretical knowledge). SPSS 20.0 was used for analysis of variance, t test, and Chi-square test. Results:The theoretical score of group A (85.83±4.62) was the lowest, and the theoretical score of group B was significantly lower than that of group C (89.71±5.84 vs. 94.60±6.28); the answer time of group C (286.68±77.56 seconds) was the shortest, and the answer time of group B was significantly shorter than that of group A (359.78±80.55 vs. 423.31±83.53 seconds, P<0.001). Group C was significantly better than group B and group A in the aspects of stimulating interest and enthusiasm in teaching, conducive to the establishment of clinical thinking, advantages of the teaching method, and conducive to the mastery of theoretical knowledge, and group B was significantly better than group A ( P<0.001). Conclusion:The combination of CBL and 3D reconstruction technology improves the recognition of thoracic surgery interns to the teaching method, increases their theoretical scores, stimulates their learning interest and enthusiasm, cultivates their clinical thinking, and enhances their mastery of theoretical knowledge.
ABSTRACT
Objective:To investigate the application of modified mini-clinical evaluation exercise (Mini-CEX) in the probationary teaching of dermatology and venereology for eight-year program students.Methods:From 2019 to 2020, a modified Mini-CEX was used to grade 58 eight-year program students at the Third Affiliated Hospital of Sun Yat-Sen University at the early, middle, and late stages of the probationary teaching of dermatology and venereology. The modifications included refining various evaluation indicators. Specifically, medical history collection involved dynamic changes in rashes, negative symptoms with differential diagnostic significance, past history/personal history/family history, and other important medical history; physical examination involved the specialized condition of rashes, systematic physical examination, and negative signs with differential diagnostic significance; humanistic care involved caring for patients, health education, and privacy protection; clinical judgment involved principles of diagnosis, differential diagnosis, and treatment; communication skills involved proficiency, prioritization, and body language; organizational effectiveness involved time allocation, patient compliance, and preparation work; overall performance involved calmness and fluency, neat writing, and preliminary clinical thinking. SPSS 20.0 was used to perform the t test. Results:Compared with the early stage of probation, the 58 eight-year program students improved their scores in clinical comprehensive ability evaluation and scores in each specific evaluation at the middle and late stages of probation ( P < 0.001). The dynamic changes in rashes and the specialized situation of rashes (identification and description of rashes) were specific to this discipline. Conclusion:The modified Mini-CEX is an objective, comprehensive, concise, and efficient assessment tool, which meets the needs of teaching reform and practice of dermatology and venereology.