ABSTRACT
Objective:To study the application effects of situation video feedback combined with problem-based learning (PBL) on the clinical clerkship teaching of cardiac surgery for medical students in experimental class of organ-systems-based curriculum (OSBC).Methods:Medical students of Batch 2016 and 2018 OSBC reform experimental class of Jianghan University were selected as the research objects. The study group used situation video feedback combined with PBL teaching method to conduct cardiac surgery clerkship teaching, and the control group used conventional teaching method. At the end of the clerkship, the self-made "Clerkship Satisfaction Questionnaire" was distributed for questionnaire survey and the theoretical test was carried out at the same time. After the course, the theoretical examination was conducted, and the results were compared. SPSS 17.0 was used for t-test and Chi-square test. Results:The clerkship satisfaction investigation results showed that the study group was more satisfied than the control group in such 10 aspects as improving the interest of learning, learning efficiency, the ability of teamwork, clinical thinking, interpersonal communication, combining theory with practice, active knowledge acquirement, language expression, understanding knowledge point, and confidence to become a real doctor. Moreover, there were significant differences in improving the interest of learning, the ability of clinical thinking, and combining theory with practice ( P<0.05). The two theoretical test scores of the study group [(77.46±4.73) points and (79.80±7.53) points] were significantly higher than those of the control group [(70.68±5.16) points and (75.94±8.16) points] ( P<0.05). Conclusion:Situation-based video feedback combined with PBL can improve the clinical clerkship teaching effect of cardiac surgery for medical students under the teaching mode of OSBC.
ABSTRACT
Investigou-se a percepção de estagiários de um Curso de Fonoaudiologia sobre a supervisão clínica. Um instrumento dirigido com escala Likert (0-5) foi preenchido por 44 estudantes do 6º e 8º período e analisados por estatística não paramétrica. Houve maior percentual de respostas para "concordo parcialmente" (CP) ou "concordo totalmente" (CT) para a Percepção sobre a Supervisão da Prática Profissionalizante (PSPP), Percepção sobre a Função do Supervisor (PFS) e Percepção do Papel do Estagiário (PPE). No PSPP, embora predominassem respostas CT, 100% dos participantes não opinaram sobre "A supervisão fortalece o embasamento teórico e o raciocínio clínico". No PFS, na questão identificação e discussão dos sentimentos e reações do estagiário, 43,18% para CP, seguido por 20,45% para DP. No PPE, 34,09% discordaram parcialmente que a expectativa, tensão e ansiedade influenciam negativamente o aprendizado, seguido de 25,00% para CT. Evidenciou-se importância do supervisor, estagiário e supervisão clínica, como modelo de ensino-aprendizagem para aquisição e aprimoramento de habilidades e competências necessárias para a prática profissional.
The perception of trainees in Speech, Language and Hearing Sciences about clinical supervision was investigated. Data were collected using a Likert scale instrument (0-5), completed by 44 students from the 6th and 8th periods, analyzed by non-parametric statistics. There was a higher percentage of responses to "Partially Agree" (PA) or "Totally Agree" (TA) for Perception on Supervision of Professional Practice (PSPP), Perception on Supervisor Role (PFR) and Trainee Perception of Role (TPR). In the PSPP, although TA responses predominated, 100% of the participants did not comment on "Supervision strengthens the theoretical basis and clinical reasoning". In the PFR, in the question identification and discussion of the feelings and reactions of the trainee, 43.18% for PA, followed by 20.45% for PD. In TPR, 34.09% partially disagreed that expectation, tension and anxiety negatively influence learning, followed by 25.00% for TA. The importance of supervisor, trainee and clinical supervision was demonstrated as a teaching-learning model to acquire and improve the skills and competencies required for professional practice.
Se investigó la percepción de pasantes de un Curso de Fonoaudiología sobre la supervisión clínica. Los datos recogidos con un instrumento dirigido con escala Likert (0-5), llenado por 44 estudiantes del 6º y 8º período, analizados por estadística no paramétrica. Hubo un mayor porcentaje de respuestas a "Parcialmente de acuerdo" (PA) o "Totalmente de acuerdo" (TA) para Percepción de supervisión de práctica profesional (PSPP), Percepción de rol de supervisor (PRS) y Percepción de rol de aprendiz (PRA). En el PSPP, aunque predominaban respuestas TA, el 100% de los participantes no opinaron sobre "La supervisión fortalece el fundamento teórico y el raciocinio clínico". En el PRS, en la cuestión identificación y discusión de los sentimientos y reacciones del pasante, el 43,18% para PA, seguido por el 20,45% para DP. En el PRA, el 34,09% discrepó parcialmente que la expectativa, tensión y ansiedad influencian negativamente el aprendizaje, seguido del 25,00% para TA. Se evidenció la importancia del supervisor, pasante y supervisión clínica, como modelo de enseñanza-aprendizaje para adquisición y perfeccionamiento de habilidades y competencias necesarias para la práctica profesional.
Subject(s)
Humans , Adult , Teaching , Clinical Clerkship , Education, Professional , Speech, Language and Hearing SciencesABSTRACT
PURPOSE: The purpose of this study was to present the results of a clerkship evaluation done through a student questionnaire, to provide appropriate feedback to faculty, and to make constructive suggestions for improving the educational experience during clerkship. METHODS: The evaluation was conducted in 2003 at The College of Medicine at Catholic University. 61 fourth-year medical students who had finished their clerkship rotations completed the given questionnaire. This questionnaire was composed of items covering 8 dimensions related to: overall assessment of the clerkship, problems in clerkship contents and methods, the evaluation process, the best preceptor and the characteristics of the vest clinical faculty, the most useful educational activities and constraining activities, and areas th be improved. RESULTS: Most of the students gave a negative evaluation to the overall clerkship. The most serious problem were the high number of activities irrelevant to the clerkship and the lack of opportunity for direct participation. The most useful educational activities were: 1) case presentation on for assigned patients, 2) 'mini lectures' provided during ward rounds, 3) assigned patient care as a team, and 4) performing clinical skills under faculty supervision. The most constraining activities were: 1) difficulty interacting with patients as a student, 2) inefficient time management, and 3) unsystematic clinical clerkship schedule. CONCLUSION: In conclusion, the most fundamental problem in clinical teaching was the lack of support and incentives for clinical teachers. Not only training sessions for faculty and residents but also financial rewards or promotion opportunities need to be provided for a better quality clinical clerkship.