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Objective:To evaluate the effectiveness of the course of Laboratory Medicine and Clinical Sciences in the Laboratory Medicine Faculty of Sun Yat-sen University. Methods:Twenty-four undergraduate students in Batch 2016 of Medical Laboratory Faculty were divided into small groups (4-6 students per group). They learned each case in groups before class. In the first session of each class, the case-based study (CBS) tutor would randomly assign case-related questions to the students. Students were required to present their answers in class. The CBS tutor would guide the students to discuss the case further. In the second session, a lecture associated with the case would be given by a special subject lecturer. After the course, students, tutors and lecturers were given questionnaires and were randomly interviewed to comprehensively understand the course's effectiveness. SPSS 19.0 was used for statistics.Results:Most case discussion tutors agreed that they could guide students to discuss clinical cases well in class and give comments according to students' presentations (93.75%, 15/16). Most of the lecturers agreed that they could well guide students to think about the relationship between laboratory and clinical diagnosis and treatment in class (91.67%, 11/12). Both teachers and students had very positive evaluations of the learning mode, learning content, inspiration to students, and teachers' ability of this course. All the teachers and students agreed that the learning mode of combining CBS with special subject lecture was more helpful for the students to systematically learn medical knowledge compared with a CBS session alone or a lecture alone.Conclusion:The course, Laboratory Medicine and Clinical Sciences, which combines the CBS with the traditional lecture mode, integrates the advantages of the two learning modes. It not only stimulates students' enthusiasm for active learning, deepens clinical knowledge memory, and builds a clinical thinking model, but also enriches the teaching modes of medical laboratory education.
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Objective:To observe the value of tracer methodology combined case-based study (CBS) model in the standardized residency training of medical record writing.Methods:A total of 91 residents who were newly recruited from The Sixth Affiliated Hospital of Sun Yat-sen University in July 2019 were selected as the subjects and randomly divided into test group ( n=47) and control group ( n=44). The tracer methodology combined CBS model was used for test group while the traditional model was used for control group to compare the knowledge of medical record writing, performance of medical record writing and feedback to teaching in two groups. SPSS 21.0 was used for t test and chi-square test. Results:The correct response rate in knowledge of medical record writing, the normative scores and integrity scores after training were significantly higher than those before training ( P<0.05). The normative and integrity scores were significantly increased after training, and those in the test group were significantly higher than those in the control group [(90.3±3.5) and (91.3±3.2) vs. (88.6±3.5) and (89.8±3.0), P<0.05, respectively]. The test group was significantly superior to the control group in the autonomous learning ability [97.8% (44/45) vs. 82.9% (34/41)], communication ability [95.6% (43/45) vs. 78.0% (32/41)] and acceptance of teaching form [97.8% (44/45) vs. 82.9% (34/41)] ( P<0.05). Conclusion:The tracer methodology combined CBS model is a good way in the pre-job training of medical record writing for residents, which can mobilize the subjective initiative of the trainees and teachers, complete the teaching tasks and obtain better teaching value.
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Objective To explore the effect of applying Case-based study (CBS) in combina-tion with Reference-induced self education (RISE) in clinical teaching of Digestive endoscope diag-nostics. Method One hundred and twenty undergraduates in Grade 2012 of clinical imaging speciality of Beihua University were selected as the objects of study and classified at random into experiment group (60 students) and control group (60 students), In the course of teaching, the traditional LBL study and CBS-RISE study were separately employed, and examined through theoretical assessment in combination with case analysis, and the teaching effect in experiment group students was also evaluated through examination paper. SPSS 16.0 statistic soft ware was employed for data treatment and analysis, t test was used for quantity data and expressed as x±s, and x2 test for number counting data, and P<0.05 as the statistical significant difference. Results In experiment group, the total result, and the results of theoretical examination and case analysis were all superior to the control group, and the dif-ference between two groups exhibited statistical significance (P values respectively 0.008, 0.017 and 0.021). The excellent and good rate of the experimental group's theory examination score was 70%, which was higher than that of the control group (48.3%). The excellent and good rate of the experimen-tal group in the case analysis of examination results was 63.3%, higher than that of the control group (43.3%), and the difference was statistically significant (P values respectively 0.016 and 0.028). The students in experimental group showed better degree of satisfaction to the teaching model of CBS-RISE. In general, they considered that the CBS-RISE model could stimulate the learning interest of students, enhance the ability of analyzing and solving problems, deepen the understanding of knowl-edge, train a better clinical thinking model, and also develop a cooperative group idea. Conclusions CBS-RISE teaching model is feasible in the application of teaching in digestive endoscope diagnostics, and beneficial to the training of self learning ability and clinical consideration, deserving populariza-tion.
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Introduction: The present study was undertaken with the objective to assess the efficacy of clinical case history based modular teaching learning method on the performance of undergraduate medical students as an adjunct to the traditional teaching methods in physiology. Materials and Methods: The present study was performed on first professional MBBS students of two consecutive batches of Nilratan Sircar Medical College, Kolkata. After the first semester examination was taken, a significant deviation in teaching-learning method was employed. No case histories were discussed or introduced to the students of batch 2009-2010, batch 2010-2011 but they had been administered clinical case history based modules. Second semester examination was conducted where 25% of the questions were based on case histories for both batches while the remaining 75% of the questions consisted of non-case based items. Results: There had been no significant difference in performance (p = 0.246) in the first semester examination between the two batches. However, a significant difference (p < 0.05) was observed between the performances of the students of these two batches in case based items with batch 2010- 2011 doing better. More importantly, performance of the students between these two batches differed significantly (p < 0.05) in favour of batch 2010-2011, where the marks obtained by them in non-case based items in the second semester examination was considered. Discussion: The authors concluded that clinical case based modules, when used as an adjunct to didactic lectures, not only served to enhance students’ skill in tackling case based items, but also developed their critical thinking and higher ordered learning such that they became more adept at solving non case based items.
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Objective To observe effects of problem-based learning(PBL) combined with case-based study (CBS)teaching mode in clinical teaching in intensive care unit(ICU). Methods Students from ICU of Fangcun Branch of Guangdong Provincial Hospital of Traditional Chinese Medicine from March 2011 to February 2012 were divided into treatment group (31 cases, with PBL combined with CBS teaching mode) and control group (34 cases, with the traditional teaching mode). Scores of two groups were compared and analyzed and questionnaire survey was conducted in treatment group. Data were processed by SPSS 13.0 statistical software. Measurement data were compared by t-test and data of heterogeneous variance were compared by rank-sum test. Results Treatment group achieved better scores ((85.26 ±5.96) in theory examination and (80.59 ±7.33) in case-analyzing examination) compared with those of control group ((79.17 ±7.31) in theory examination and (76.02 ±9.27) in case-analyzing examination)(P<0.05). PBL combined with CBS teaching mode can stimulate learning interests but it was lack of systematization; most students did not volunteer to speak. Conclusion PBL combined with CBS teaching mode has certain advantages in ICU clinical teaching.
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Case based study emphasizes on the training of students' practical clinical ability. With the development of computer technology, picture archiving and communication system was widely applied, providing bases for case based study. According to the characteristics of radiology, appli-cation of case based study in medical imaging practice teaching was believed to stimulate students' learning interest, improve their analytical ability and thinking capacity, make them combine theory with practice better and develop their clinical thinking ability.
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Objective Using PBL and CBS pedagogy,to explore the feasibility of the application and effectiveness of teaching in medical genetics teaching. Methods In medical genetics teaching,set the clinical Class 1 grade 2007 to the control group,using traditional pedagogy,set the clinical Class 2 grade 2007 to the experimental group,using PBL and CBS pedagogy. Results Final exam results showed that the experimental group's average scores were significantly higher than control group(P
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The traditional teaching modes and approaches of medicine are facing with unexpected challenges and opportunities.In order to train high-quality medical students,we now need to reconsider and reform the traditional teaching modes and approaches of medicine. This essay will provide some suggestions of teaching reform in clinic medicine.