ABSTRACT
Objective:To explore the value of scenario-based learning (SBL) in humanistic education of residents during rotation in department of geriatrics.Methods:Residents who were trained in Department of Geriatrics of Peking University First Hospital from March 5, 2019 to April 6, 2020 were selected as research objects and they were randomly assigned to SBL group and traditional training (TT) group for 4 weeks of humanistic education including humanistic knowledge learning and humanistic spirit cultivation. For humanistic knowledge learning, 56 residents were taught together. For humanistic spirit cultivation, SBL training and traditional training were conducted in the two groups respectively. The SBL group trained the residents through the simulation of such 4 scenarios as daily diagnosis and treatment work, emergency and critical care, diagnosis and treatment of elderly patients with mental disorders and hospice care, while TT group adopted traditional lecturing. After 8 weeks of training, the effects of SBL on the humanistic education were evaluated through simulated doctor-patient consultation scenarios. SPSS 22.0 was used for t test and Mann-Whitney U test. Results:A total of 56 residents participated in the training and complete the assessment. There were no significant differences in gender, age and duration of standardized training, respectively. However, the SEGUE scores of doctor-patient communication ability in SBL group were significantly superior to those of the TT group[(115.80±5.46) points vs. (109.71 ± 5.82), P<0.001]. Further analysis showed that among the 25 items of SEGUE scale, there were significant difference in the scores of 10 items (3rd, 6th, 8th, 12th, 14th, 15th, 18th, 19th, 22nd, 24th) between the two groups ( P<0.05). Conclusion:In humanistic education, SBL plays an important role in improving humanistic qualities of rotation residents in department of geriatrics, which is deserved to promote.
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Objective:To explore teaching methods to improve the teaching effect in view of many difficulties in learning medical statistics for clinical medical students.Methods:Taking the clinical medical students of the same grade as the research objects, the students were randomly divided into two groups by cluster sampling in class, i.e. control group and experimental group. The traditional teaching methods and the scenario-based interactive learning software teaching methods were used respectively. The scores of medical statistics courses examinations and the statistical errors in responding to projects of extracurricular research activities were compared between the two groups. SPSS 19.0 was performed for statistical analysis.Results:The results of subject achievements of the students in the experimental group (74.08±11.19) were higher than those in the control group (63.82±10.10) ( t=3.926, P<0.001), especially the comprehensive capabilities of the innovative analysis questions and the multiple-choice questions. The statistical errors of the students in the experimental group was less than those in the control group. There were significant differences between the two groups in the estimation of sample size ( χ2=4.189, P=0.041), statistical design ( χ2=5.558, P=0.018) and data analysis ( χ2=3.971, P=0.046). Conclusion:The results suggest that scenario-based interactive learning software is helpful to improve teaching efficiency, and enhance students' ability to analyze and solve practical problems by using medical statistics knowledge.
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Background: Case scenario based learning offers an interactive approach in medical education. It can be either as case based or problem based. objectives of' This study compared the effectiveness of Case scenario based learning (CBL) over didactic lectures (DL) among final year part II M.B.B.S students. It also compared the student's perception between the two methods.Methods: This interventional study was done in the Department of Pediatrics, Al- Azhar Medical College, Kerala for a period of two months. The participants(n=120) were divided into two groups- A and B who had respectively attended three sessions of CBL and DL on Pediatric infectious diseases. A test was conducted at the end of each session and after 2 weeks in the form of SAQs. A questionnaire was given to the participants about their perception. The data was analysed in SPSS 16 using unpaired t test and Mann- Whitney U test.Results: The mean exam scores for immediate tests were 26.04'1.9 and 19.47'2.8 for Batch A and Batch B respectively. The mean exam scores for the test conducted after two weeks showed significant result with 24.0'2.56 and 18.58'4.03 for Batch A and B respectively. Comparison of student's perception on Likert's scale about the teaching method yielded significant difference for CBL over DL with p<0.001.Conclusions: Case scenario based learning is an innovative method which is sure to invoke more interest and academic excellence in medical students.