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[Objective] Instructional videos on five of the 17 acupuncture techniques (hereinafter referred to as "techniques") were created, and a questionnaire was distributed among acupuncture and moxibustion college teachers to evaluate the utility of the educational materials.[Methods] The sparrow pecking technique (straight and oblique stabbing), gyration, rotation and twisting techniques, as well as vibration stimulation, were performed and the hand was simultaneously imaged with a diagnostic ultrasound device and filmed with a video camera. The questionnaire and a QR code for viewing the videos were sent to training schools by mail. The questionnaire included open-ended and multiple-choice questions regarding the teaching status of the techniques, changes in perception of the techniques after viewing the video, and the value of using the video as a teaching tool.[Results] Responses were received from nine schools (14 teachers). Each technique was taught only once at five of the schools. For all the techniques featured in the videos, not all the respondents answered that the subcutaneous and muscular tissue movements were consistent with their perceptions. Meanwhile, only 35.7% of the respondents had perceptions that were congruent with the video on vibratory stimulation. According to 78.6% of the respondents, instructional videos on these techniques were deemed to be necessary.[Discussion and Conclusion] The minimal repetition on the education of acupuncture and moxibustion techniques implies a lack of emphasis regarding these skills. The dissonance between the subcutaneous and muscular tissue movements that were familiar to the instructors and those discussed in the video highlighted the significant differences in skills training among the various training institutions. Based on this feedback, instructional videos can be considered essential in accurately teaching acupuncture and moxibustion techniques by providing visual aids.
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Objective:To explore the effects of video teaching combined with scenario simulation teaching on the maintenance skills of peripherally inserted central venous catheter (PICC) in nursing interns.Methods:A total of 70 nursing interns from June 2019 to March 2020 in our hospital were selected and randomly divided into study group and control group, with 35 cases in each group. The control group was given scenario simulation teaching, and the research group was given scenario simulation combined with video teaching. The evaluation of interns in the two groups on the teaching mode (expanding learning ideas, and improving learning initiative, communication ability, learning efficiency and operation ability), PICC catheter maintenance assessment results (theoretical scores, operational scores and comprehensive scores) and teaching satisfaction were compared between the two groups. SPSS 19.0 was used for t test and chi-square test. Results:The evaluation of the teaching mode in the research group was significantly better than that in the control group in terms of expanding learning ideas and improving learning initiative, communication ability, learning efficiency and operation ability ( P<0.05); the theoretical scores, operational scores and comprehensive scores were significantly higher than those in the control group ( P<0.05); teaching satisfaction of the research group (91.43%) was significantly higher than that (68.57%) of the control group ( P<0.05). Conclusion:Video teaching combined with scenario simulation teaching in PICC maintenance skills training of nursing interns can effectively expand learning ideas and improve learning initiative, communication ability, learning efficiency, operation ability, examination results and teaching satisfaction.
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Objective:To study the effect of video teaching combined with offline training in cardiopulmonary resuscitation training for new nurses outside hospital.Methods:From August 2017 to August 2018, 125 new nurses from Shanghai Changzheng Hospital were selected. New nurses in August 2017 were set as control group ( n=65). In August 2018, the new nurses were set as the observation group ( n=60). The control group used the traditional offline training mode to train cardiopulmonary resuscitation outside the hospital. The observation group used information platform video teaching combined with offline theoretical training to carry out cardiopulmonary resuscitation training. After systematic training, the results of cardiopulmonary resuscitation after training and the satisfaction of teaching were compared between the two groups. Results:Before training, there was no significant difference in the assessment results of cardiopulmonary resuscitation theory and operation between the two groups ( t values were 0.12, 1.23, P>0.05). After training the scores of cardiopulmonary resuscitation theory and operation examination in the observation group were 85.41±3.20, 92.40±2.50, and 82.52±4.50, 85.0±3.60 in the control group ( t value was 1.04,4.24, all P<0.05). Encouraging and enhancing the learning interest of new nurses, cultivating mutual supervision and mutual guidance, integrating theoretical knowledge with practical operation, improving and adjusting self-motivation, overall evaluation of teaching methods and total score in the observation group were 3.61±0.34, 3.54±0.20, 3.61±0.28, 3.87±0.20, 3.32±0.21, 17.95±0.26, and 2.60±0.41, 2.41±0.16, 2.55±0.35, 2.41±0.46, 2.58±0.20,12.55±0.32 in the control group ( t value was 2.187-2.452, P<0.05). Conclusion:Video teaching combined with offline training can improve the performance of new nurses in the training of high-quality cardiopulmonary resuscitation, stimulate the learning interest of nurses, and enhance the effect of high-quality cardiopulmonary resuscitation training.
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Objective:To assess the feasibility and effects of the mobile device-based video teaching in plastic surgery education.Methods:In the study, 22 participants were assigned into two groups according to their standardized training area. The intervention group ( n=11) which was outside Beijing had an unlimited access to video-based education; the control group ( n=11) which was in Beijing received traditional teaching. After the end of the first semester of teaching, the two groups of students were tested on theory and clinical operational theory, and the evaluation results were compared. SPSS 18.0 software was applied for t test and chi-square test. Results:After the first semester, the effect of teaching method was evaluated by the scores of written examination and clinical examination. The average scores of the written test in the intervention group were (38.82±3.22) points, while that in the control group were (38.36±2.98) points, without significant differences between the two groups ( P=0.74); the average scores of the clinical examination theory test in the intervention group and the control group were (46.36±3.44) points and (41.00±5.24) points, respectively, with significant differences between the two groups ( P=0.01). In term of total scores, the average scores of the intervention group were (85.18±4.83) points, and those of the control group were (79.36±5.52) points, with statistical differences between the two groups ( P=0.016). Conclusion:Mobile device-based video teaching in plastic surgery education can not only improve students' performance but also facilitate their clinic skills, which is worth popularizing.
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Objective:To explore the effect of problem-based learning (PBL) combined with video teaching mode on the standardized residency training of digestive operating room.Methods:The study selected 52 digestive operating room residents who participated in the standardized residency training in The First Affiliated Hospital of Air Force Medical University from December, 2019 to March, 2020 as research subjects and they were randomized into the routine group and the observation group, with 26 residents in each group. The routine group only issued the standardized training materials for learning, and the observation group introduced PBL combined with video teaching mode on this basis, with 1 month of learning time for both group. The scores of theory and practice, the scores of core competence before and after learning and the satisfaction with teaching mode were compared between the two groups. SPSS 24.0 was used for t test, rank sum test and chi-square test. Results:The results of theory and practice, excellent and good rate of observation group were higher than those of routine group ( P<0.05). After learning, the scores of basic knowledge reserve, emergency identification ability, event handling ability, field investigation ability and safety protection ability of the two groups were higher than those before learning, of which the observation group were significantly higher than the routine group, with statistical differences ( P<0.05). The satisfaction of the observation group was higher than that of the routine group. Conclusion:PBL combined with video teaching mode can improve the performance and core competence of digestive operating room residents, thus reaching their satisfaction.
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Objective@#To investigate the effect of arthroscopic video teaching in clinical practice teaching of sports medicine.@*Methods@#The undergraduate students of clinical medicine in Xinjiang Medical University who received practice teaching from April 2018 to July 2018 were selected and randomly divided into experimental group and control group. Students in the experimental group received arthroscopic video teaching, and those in the control group received traditional teaching. After the teaching ended, examination scores and pass rate were analyzed, and the degree of satisfaction with teaching method among students was also evaluated.@*Results@#Compared with the control group, the experimental group was better at learning the anatomy of tissue and organs, understanding the pathological features and diagnosis of disease, understanding the surgical procedures, memorizing diseases and had better interests and efficiency in learning (P<0.05). The experimental group had a significantly higher degree of satisfaction with teachers than the control group (95.83% vs. 71.42%, P<0.05). Compared with the control group, the experimental group had significantly higher examination scores of operation skills (87.84±5.35 vs. 73.79±8.72, P<0.05) and pass rate (95.83% vs. 85.71%, P<0.05).@*Conclusion@#The implementation of arthroscopic video teaching can significantly improve students' learning interest, academic scores, and satisfaction with teacher, and therefore, it holds promise for application in clinical practice of sports medicine.
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Objective To investigate the effect of arthroscopic video teaching in clinical practice teaching of sports medicine.Methods The undergraduate students of clinical medicine in Xinjiang Medical University who received practice teaching from April 2018 to July 2018 were selected and randomly divided into experimental group and control group.Students in the experimental group received arthroscopic video teaching,and those in the control group received traditional teaching.After the teaching ended,examination scores and pass rate were analyzed,and the degree of satisfaction with teaching method among students was also evaluated.Results Compared with the control group,the experimental group was better at learning the anatomy of tissue and organs,understanding the pathological features and diagnosis of disease,understanding the surgical procedures,memorizing diseases and had better interests and efficiency in learning (P＜0.05).The experimental group had a significantly higher degree of satisfaction with teachers than the control group (95.83％ vs.71.42 ％,P＜0.05).Compared with the control group,the experimental group had significantly higher examination scores of operation skills (87.84 ± 5.35 vs.73.79 ± 8.72,P＜0.05) and pass rate (95.83％ vs.85.71％,P＜0.05).Conclusion The implementation of arthroscopic video teaching can significantly improve students' learning interest,academic scores,and satisfaction with teacher,and therefore,it holds promise for application in clinical practice of sports medicine.
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Objective To improve the organization and training of clinical teaching so as to accomplish teaching task well.Methods Based on the experience of teaching in many years,network stream medium is utilized in design.Results An operation live video system for demonstration teaching was developed.Conclusion Based on HIS and PACS,hospital network demonstration teaching system is a multimedia network video system,which takes full advantage of network communication technology,video frequency stream and sound stream technology.The system is a new application of information-based medical treatment developed from Wide Band.