An Investigation into Introducing Freshman Seminar to Extracurricular Studying Activities of Undergraduate Students / 浙江中医药大学学报

[Objective] Taking the extracurricular discussion study for undergraduate freshman as a point of penetration, investigate the effects that extracur-ricular discussion teaching may have in helping students develop the abilities of learning knowledge voluntarily, logical thinking and independent innova-tion. [Method] Dividing extracurricular discussion activities into three parts which are col ecting literatures by group cooperation, developing subjects by group reporting, and concluding sharing achievements, freshman seminar classes stress the teaching method of guiding first and emphasizing practice. [Re-sult] By introducing freshman seminar into extracurricular study activities, students changed their ways to think, and enhanced their learning initiatives;strengthened the relationship with teachers, and promoted their abilities of group working; aroused their interests in academic research, and improved the abilities of web application; utilized political headlines to expand their abilities in academic research. Freshman seminar is wel welcomed by students. [Conclusion] Via practice, we conclude that this model is suitable to the learning characteristics of undergraduate freshman, which can lead to preferable teaching results.

Practice and exploration of emergency clinical training for medical students / 中华医学教育探索杂志

Objective To compare the results of emergency clinical training for medical students and to put forward some suggestions.Methods Toatlly 207 medical students of Grade 4 studied in the first people' s hospital of Shanghai Jiaotong university from 2009 to 2011 were divided into the traditional group (n =90 ) and the experimental group (n =117 ).The students in the experimental group participated in emergency clinical training in summer vacation while those in the traditional group did not.Questionnaires about their self-learning ability,clinical communicating ability and critical thinking ability after training the were conducted and the data were analyzed by descriptive statistical analysis.Results One hundred and five effective questionnaires were recovered from the experimental group,with the recovery rate 89.7％ and 62 effective questionnaires were recovered from the traditional group,with the recovery rate 68.9％.The scores about clinical communicating ability and critical thinking ability of the experimental group were significantly highcr than those of the traditional group [ (79.45 ± 9.354)vs.(75.87 ± 9.926),(263.38 ± 30.925 ) vs.(251.36 ± 23.679),P ＜ 0.05 ].However,there was no significant difference in scores about self-learning ability between the two groups [ ( 153.97 ± 23.725 ) vs.( 149.83 ± 13.891 ),P ＞ 0.05].Conclusion Emergency clinical training is helpful to improve medical students' clinical communicating ability and critical thinking ability.It is worth popularizing.