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Vascular surgery is an emerging clinical discipline with a wide range of categories and disease types.In theoretical teaching,a large amount of vivid imaging materials and vascular reconstruction photos are needed to effectively display the clinical manifestation.During internship training,there are not enough patients in the ward to cover common or frequently-occurring diseases of vascular surgery.As a result,development of a clinical case data-base is of great significance for the teaching of vascular surgery.This article mainly introduces the establishment and preliminary application of a clinical case database in vascular surgery teaching at Beijing Tiantan Hospital affiliated to Capital Medical University.
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Objective: To establish an education program for resident pharmacists to improve clinical problem solving skills with pharmaceutical knowledge.Methods: A case-based education program for resident pharmacists with drug knowledge was established after a questionnaire survey in resident pharmacists and the discussion with clinical teachers.A teaching team was built and the resident pharmacists were divided into several study groups.After a pilot run, the program was operated in pharmacy department.The program was divided into 10 sections by drug indications, and each section was composed of basic drug knowledge lecture and case discussions, which mobilized the study initiative of resident pharmacists.At the half time, resident pharmacists and clinical teachers participated in a midterm survey by a questionnaire.Results: More than 95% resident pharmacists and teachers believed that basic drug knowledge lecture before case discussion was necessary, and compared with previous trainings, the program could further increase study interests of resident pharmacists and improve the clinical problem solving skills.However, 33.3% resident pharmacists and 60% teachers thought the cases were difficult, and 18.5% resident pharmacists and 10% teachers disagreed the cases were close to the actual work.Conclusion: The program is effective in drug knowledge training for resident pharmacists, which can improve pharmaceutical care for patients, while further modifications are still needed to satisfy the demands of resident pharamcists with different working years.
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The combined teaching method of case-based learning and W2 H2 thinking-type learning was used in the comparative morphology experiment teaching.The teaching method can further strengthen the reform of the compar-ative morphology experiment teaching, and improve the quality of practice teaching.
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Objective Application of Case-based teaching method (CTM) in the class of Experimental Animal Quality Control aims to break the traditional teacher-centered and textbookcentered teaching model,to invoke students' interest and creativity by integrating practice and theory,and to cultivate their capacity in identifying,analyzing and solving problems.Methods According to different requirements of teaching contents,students were organized to discuss practical cases about quality control of experimental animals through problem-centered learning style.Results Students' capacity was enhanced in terms of problem solving with acquired knowledge,and the ability to pursue new knowledge,the intriguing and vivid cases stimulated students' interest,activated classroom atmosphere,and helped improve teaching efficiency.Conclusion Experimental animal quality control is a complicated system; Case-based teaching method leads to higher efficacy of the course of Experimental Animal Quality Control.
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ObjectiveTo mprove the tranditional case-based teaching method and initially using it in forensic psychiatry teaching, so as to provide some useful references to forensic psychiatry and other applied disciplines. MethodThe improved case-based teaching method was used in 2005 ～ 2006 forensic medcine classes in North Sichuan Medical College.ResultsThe scores of two classes using the improved case-based teaching method were significantly higher than the class which did not used it ( F＝72.38 ～ 85.17;P＜0.01 ).And students gave it higher rating.ConclusionUsing this method, the students' learning enthusiasm was stimulated,their professional knowledge and skills were comprehensive and deeply mastered by discussion and their ability to solve pratical problems was improved,which might be effective to enhancing the teaching of applied disciplines.