ABSTRACT
Objective To improve the theory and practice learning of the students majoring in medical imaging by investigating the teaching method of"Medical Electronics"course.Methods The problems in teaching"Medical Electronics"course were summarized, and the causes were analyzed. Results Some improvement measures were proposed for teaching"Medical Electronics"course with considerations on the professional background of the students and the characteristics of the course, which proved its efficiency through practical trial. Conclusion For teaching medical students in electronics technology course,the methods such as integrating and optimizing contents of course,guided teaching as well as experiments and discussions by groups,have significant effects on improving students'learning enthusiasm and teaching efficiency.
ABSTRACT
To improve the students'! comprehensive quality and cultivate their innovative medical talents, we applied different forms of discussion teaching in different stages of the students. In the course of theory, the form of short discussion was adopted to improve the students'! interest and concentration. In preclinical practice stage, the method of problem centered discussion was used to consolidate the profes-sional knowledge of the students. Discussion in the clinical practice was based on the actual problem of diagnosis and treatment, in order to cultivate the students'!clinical thinking. Through the diversified practice of discussion teaching with positive teaching evaluation, students'!interest in oral and maxillofacial surgery and the quality of teaching were improved.
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The National Excellent Course of Gynecology of Chinese Medicine is a main clinical subject of TCM,which puts emphasis on clinical application.The non-medical doctoral students are lack of the knowledge of traditional Chinese medicine and clinical experience,and the existing classroom teaching has the problem of the basic theory of traditional Chinese medicine being out of line with the clinical application,which has become the hindering factors of TCM gynecology teaching.By designing and perfecting the process of preparation before class-classroom teaching-discussion teaching-clinical probation-after class feedback,the related teaching teachers better improve the non medical doctoral students' ability to put the traditional Chinese medicine gynecology basic knowledge into clinical practice,which is well received by the students.
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Objective To compare the advantages and disadvantages between the discussion teaching round model and the traditional round model in the tralning of medical graduate students. Methods 38 and 41 medical graduate students were practicing under the discussion teaching round model and the traditional round model in our hospital from Jan 2012 to Dec 2012. The questionnalre and the Clinical Skill Test were used to evaluate the teaching effect. The t test group design was used to make comparison between group mean. Results Compared with the traditional round model group, the discussion teaching round model group had higher evaluation to the teaching methods, consciousness of participation, the rounds impressions and clinical thinking cultivation, with statistically significant difference (P<0.05). The total score of the Clinical Skill Test was higher in the discussion teaching round model group than the traditional round model group[(86.4±4.8) vs (78.2±6.4), P=0.02]. Conclusion The discussion teaching round model can improve the quality of clinical practice and is an effective method for the education in medical graduate students.
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Discussion teaching mode was carried out in the teaching of histology and embryol-ogy for clinical medical undergraduates in Chongqing Medical University from aspects of proposing questions, group learning, class discussing and summarizing. Classroom tests were accompanied to evaluate the teaching effect. It showed the discussion teaching achieved satisfactory effects. The correct answer rate of 92.36%students was≥60%. Students not only acquired knowledge but also increased their comprehensive abilities. The well-supervised topics, active participation of students and timely summary of teachers at the end of the class were the key factors in the practice of the discussion teaching mode.