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Objective:To explore the effectiveness of situational simulation teaching in the clinical clerkship education of endodontics.Methods:Stomatology students from Batch 2015 of Xinjiang Medical University were selected and randomly divided into two groups, experimental group ( n=28), taking situational simulation teaching and control group ( n=27), taking traditional teaching. The SEGUE scale was used to evaluate the effectiveness of the teaching methods. SPSS 21.0 software was used for independent samples t-test. Results:The theoretical results of the experimental group [(91.31±3.37) points] were higher than those of the control group [(87.93±4.28) points], with significant differences ( P < 0.05). According to the scores of SEGUE scale, the communication ability scores before and after teaching in the experimental group were (9.07±3.37) points and (21.86±2.47) points, respectively, and the difference was statistically significant ( P < 0.05); the control group were (8.85±3.43) points and (15.67±2.87) points, respectively; the teaching effect of the experimental group was significantly better than that of the control group, and the difference was statistically significant ( P < 0.05). Conclusion:The application of situational simulation teaching can effectively improve doctor-patient communication skills of medical students, thereby promoting the combination of theory and practice, and has a positive impact on improving students' clinical practice communication skills in the future.
ABSTRACT
Objective To investigate the application value of real clinical case centered situation simulation examination model in clinical medicine. Methods Two classes were randomly selected from 2008 grade clinical medicine majors, respectively as test group(n=158) and control group(n=156). Final examination of test group includes usual performance, case-oriented situation simulation examination (COSSE) and final written examination. Traditional methods were used in control group. The same paper was used in final written examination of the two groups. Scores of written examination and question-naires were used to evaluate the COSSE model. Data were processed using SPSS 16.0 statistical software;t and chi-square tests were used to analyze the data;P<0.05 signifies that the difference is statistically sig-nificant. Results Scores of final examination in test group were higher than those in control group(P<0.001). Times of independent completion of history taking, physical examinations and medical record writing were more in test group than in control group(P=0.002,0.017,0.048). Conclusions Contents and methods of COSSE is conducive to improving student's professional comprehensive ability.