ABSTRACT
At present, the non-directly-administered affiliated hospitals generally have some problems in the teaching of clinical probation such as weak subjective teaching consciousness, few full-time teaching administrators, insufficient investment in teaching facilities, uneven teaching levels, unclear division of responsibilities and so on. Based on this, it is proposed to adopt the measures of strengthening consciousness, creating process and strengthening examination to explore the standardized teaching methods of clinical probation from four aspects: making clear the teaching purpose of the probation, making good preparation for the probation teaching, refining the teaching process of the probation teaching and paying attention to the actual effect evaluation after the probation, so as to improve the quality of clinical probation teaching in non-directly-administered affiliated hospitals.
ABSTRACT
Objective:To explore the effect of the 3D printed model assisted network teaching of neurosurgery.Methods:Seventy-six probation students were divided into: 3D printed model assisted online course teaching group (test group) and traditional teaching group (control group). After 1-month online teaching, quantitative assessment and satisfaction survey were carried out. SPSS 17.0 was used for statistical analysis of variance.Results:The department graduation test (theory and operation) scores of students in the test group were (86.7±7.4) points, which was significantly higher than those in the control group (78.2±8.2) points ( t=5.56, P<0.01). The teaching satisfaction survey showed that the test group had significantly higher scores in self-evaluation of spatial imagination ( t=3.81, P<0.01), deepening understanding of neuroanatomy ( t=5.29, P<0.01), and increasing interest in clinical learning ( t=5.12, P<0.01) than those of the control group. Conclusion:Compared with the conventional online teaching methods, 3D printed model assisted online teaching helps to improve teaching quality and students' satisfaction.
ABSTRACT
Objective@#To construct a scientific, practical and objective quality evaluation system for evaluating clinical probation teaching effects of Psychiatry Nursing in undergraduate students.@*Methods@#Protocol of the system was initially made via literature analysis method and experts interview method; indexes were screened via Delphi method; and the evaluation system was formed by comprehensively considering experts' suggestions. The data was analyzed by using SPSS 19.0.@*Results@#All expert authority coefficients were more than 0.8; expert activeness coefficients in two rounds were 100% and 88.3%, respectively; and expert coordination coefficient was 0.235 (P<0.01). The designed teaching evaluation system contained three first-level indexes, seven second-level indexes and forty-one third-level indexes.@*Conclusion@#The drafted teaching evaluation system for evaluating clinical probation teaching effects of Psychiatric Nursing reflects requirements and characteristics of psychiatric special training during clinical probation and pays attention to cultivate students' humanistic care and clinical practice ability, with high scientificness and reliability, so as to provide objective and quantitative basis for evaluating probation.
ABSTRACT
Objective To construct a scientific, practical and objective quality evaluation system for evaluating clinical probation teaching effects of Psychiatry Nursing in undergraduate students. Methods Protocol of the system was initially made via literature analysis method and experts interview method;indexes were screened via Delphi method; and the evaluation system was formed by comprehensively considering experts' suggestions. The data was analyzed by using SPSS 19.0. Results All expert authority coefficients were more than 0.8; expert activeness coefficients in two rounds were 100％ and 88.3％, respectively; and expert coordination coefficient was 0.235 (P<0.01). The designed teaching evaluation system contained three first-level indexes, seven second-level indexes and forty-one third-level indexes. Conclusion The drafted teaching evaluation system for evaluating clinical probation teaching effects of Psychiatric Nursing reflects requirements and characteristics of psychiatric special training during clinical probation and pays attention to cultivate students' humanistic care and clinical practice ability, with high scientificness and reliability, so as to provide objective and quantitative basis for evaluating probation.
ABSTRACT
Objective To probe into the effect of diversified teaching methods in the teaching of di-agnostics and clinical probation.Methods One hundred clinical undergraduates were randomly divided in-to experimental class (fifty students) and traditional class (fifty students). The experimental class was based on the textbook of diagnostics.It used PBL to share teaching resources with teachers and students,and used electronic simulation and standardized patients to carry out clinical probation in combination with clinical practice. Through the objective structured clinical examination and questionnaire survey, students' learning situation of two classes was analyzed. R 3.3.3 was used to perform t test or χ2test for the data of two classes. Result The evaluation results show that the average scores of the students in the experimental class OSCE are excellent, and the average scores of the tests are higher than those of the traditional class, and the difference is statistically significant (P<0.05). The result of questionnaire showed that the students of experimental class were more satisfied than the traditional class students (P<0.05) in all aspects. Conclusions Diversified teaching methods are beneficial to cultivating students' theoretical practice trans-formation ability,clinical thinking ability and independent problem solving ability.
ABSTRACT
Objective To explore the application effect of based-learning problem (PBL) combined with role playing method(playing teaching role,RPT)in clinical practice teaching of skin diseases. Methods 112 clinical undergraduate interns were randomly divided into experimental group (PBL teaching combined with RPT teaching group, n=56) and the control group (PBL teaching group, n=56). After the internship, clinical probation theory examination, clinical skills assessment and questionnaire survey were used to evaluate the two teaching modes,using SPSS 13.0 software for statistical analysis of the data. Results The results showed that theory examination and clinical skills examination scores in the PBL+RPT group were significantly higher than the PBL group, i.e. (74.29±3.17) vs. (66.14±2.17); (16.66±1.11) vs. (14.50± 1.51), and there were statistically significant differences. The survey showed that the experimental group was better than the control group in learning interest, doctor-patient communication ability and humanistic concern. Conclusion The teaching mode of PBL+ RPT improved the students' enthusiasm for learning, cultivated and improved the humanistic quality, clinical thinking and practical ability of medical and ob-tained the satisfactory teaching effect,It will has a good application prospect.
ABSTRACT
Objective To explore the effect of comprehensive experiments on clinical practice of internal medicine nursing in the patients with advanced simulation human Simman3G.Methods Two grades of nursing students were selected by random cluster sampling and divided into the experimental group and the control group.The control group used the traditional clinical probation method to carry out clinical probation teaching in Department of internal medicine,the experimental group used the advanced simulation human Simman3G to conduct a comprehensive simulation of teaching before clinical probation.After the completion of the internship the self compiled questionnaire was given to two groups of students to investigate their opinion on the clinical probation.Then we compared,the semester examination results between two groups.Results In the experimental group,the grade of internal medicine nursing was higher than the control group at the end of the semester,P ＜ 0.05.The results of questionnaire survey showed that there was no significant difference between the two groups in the promotion of theoretical knowledge and the two dimensions of the survey of nursing work environment.In the training of clinical thinking,improve nursing skill,communication skill,and the learning interest.At the great harvest of 5 dimensions of probation,the experimental group of students' recognition degree was significantly higher than the control group,P ＜ 0.01.Conclusion Before clinical probation of internal medicine nursing,the application of high-end analog teaching can significantly improve the effectiveness of clinical probation.
ABSTRACT
From international students' origin, composition, cultural background, with experience of teaching Australian students for 10 years, we put forward a set of teaching measures for the overseas students in ophthalmic optics, specifically overall planning, preparing good complete and detailed teaching plans be-fore teaching, adopting typical case teaching and question guiding teaching, making full use of multimedia media teaching and at the same time, using both constraints and guidance in the education management of international students.
ABSTRACT
This paper described the necessity to cultivate medical students′ethical quality during clinical pro-bation teaching in gynecology and obstetrics department. Then it analyzed the ethical problems faced in clinical pro-bation teaching due to traditional social values and cultural differences. As well, it put forward to improve the whole ethical quality and clinical ethics decision-making capacity of medical students through carrying out education and communication before probation, paying attention to ethical quality training, and penetrating ethical quality training throughout each part of teaching.
ABSTRACT
Objective: To research the application of dynamic-network probation in combination with traditional clinic probation in surgical practice teaching. Methods:Sixty four people in the undergraduate 2012(1, 2 session) set as the experimental group. 40 people in the undergraduate 2012(biochemical class) set as the control group. The traditional clinic probation was applied to the control group. The traditional clinic probation was applied to the control group. The dynamic-network probation in combination with traditional clinic probation was applied to experimental group. The teaching effects were evaluated and compared roundly. Results:The teaching effects of experimental group was significantly better than control group in all respects (x2=7.512, x2=6.797, x2=7.778, x2=4.768, x2=8.541;P<0.05). Satisfaction ratio of experimental group was significantly higher than that of control group in all respects of surgery teaching (x2=4.475, x2=5.900, x2=5.005, x2=5.904, x2=4.502; P<0.05). The examination performance of experimental group was significantly better than control group in theoretical knowledge and clinical skills testing (t=25.840, t=19.319;P<0.05). Conclusion:Dynamic-network probation in combination with traditional clinical probation has a great effect on surgical practice teaching and worth to be applied.
ABSTRACT
The clinical probation of medical students in the clinics of gynecology and obstetrics is significant. However, because of the disease involving in female genital system, clinical clerkship teaching in obstetrics and gynecology faces actual problems such as poor cases, low cooperation of the patients and the risk of offending the privacy of patients. During the period of clinical novitiate, two or three teaching clinics were established by experienced clinical teachers, and the patients for the teach-ing were recruited by a series of incentives, such as exempt registration fee, prior doctors' office visit-ing, preferential examine, appointing well-known experts and advanced hospital admission and so on. And the teaching was preceded after the patients' informed consents. As results, the cooperation of the patients was obviously improved, and case selection was made easy, and the outpatient clinic probation teaching level of obstetrics and gynecologyn was raised.
ABSTRACT
The clinical probation is an important part of medical education, which is also a bridge from theoretical learning to clinic practice. To improve the quality of clinical probation teaching of hematology department, multiple teaching activities have been carried out, including full preparation before teaching, creating better medical environment, arousing enthusiasm, tralning the physician-patient communication ability and strengthening operating skill of the students. Good study effect has been achieved.
ABSTRACT
OBJETIVO: investigar o perfil do supervisor de estágio em Fonoaudiologia e como se dá sua prática durante o acompanhamento dos estagiários. MÉTODOS: trata-se de um estudo descritivo do tipo transversal, baseado na aplicação de um questionário junto aos 21 supervisores do estágio obrigatório do Curso de Fonoaudiologia de uma Universidade Pública de Alagoas. RESULTADOS: o grupo estudado apresenta 95,24% de mulheres, com faixa etária predominante entre 31 e 40 anos. A maioria possui titulação de mestre; no entanto, poucos têm formação específica para a docência em saúde. Realizam suas atividades principalmente na média complexidade e fora do contexto interdisciplinar. CONCLUSÃO: os resultados apontam para a necessidade de formação específica voltada para a docência, bem como o redirecionamento da formação para a Atenção Básica e Interdisciplinaridade. .
PURPOSE: The aim of this paper is to investigate the supervisor (professor) profile of the probation in Speech-Language Pathology and how is his practice while the monitoring of the trainees (students). METHODS: It treated of a descriptive cross-sectional study based on the application of a questionnaire in 21 supervisors of the probation in a Course of Speech-Language Pathology at a public university in State of Alagoas, Brazil. RESULTS: The studied group shows 95.24% of women, predominantly aged between 31 and 40 years. Most is Master, however, few have specific training for teaching in health, always performing their activities mainly with medium complexity and outside the interdisciplinary context. CONCLUSION: The results point to the need to the specific training focused on teaching as well as to the redirection of training for the Primary Care and the Interdisciplinarity. .
ABSTRACT
Objective To study the application effect of quality management tool“quality control circle” in clinical probation of the course of traditional Chinese medicine (TCM) in western medicine colleges and universities. Methods The students of grade 2009 and grade 2010 majoring in clinical specialty in Capital Medical University were classified into the control group and the test group. The control group received traditional teaching methods and the test group received quality control circle activities in clinical probation of TCM. The statistical analysis about comprehensive quality and academic achievement of two groups were made after the clinical probation period. Results Both the theoretical and practical achievements in the test group were better than those in the control group (P<0.05). The students of the test group showed greater improvements in the learning enthusiasm, joy, confidence, communication and coordination, team cohesion and the ability of problem-solving than the control group (P<0.05). Conclusion The application of quality management tool “quality control circle” in clinical probation of TCM teaching can effectively improve students’ academic performance and learning ability, as well as their comprehensive quality.
ABSTRACT
Objective To probe the teaching method of application of problem-based learning (PBL)with computer aided technology in teaching of breast surgery clinical practice.Methods 48 students were randomly divided into two groups:control group(n=24) were taught by lecture-based learning(LBL),experimental group (n=24) were taught by method of application of problem-based learning(PBL)with computer aided technology.Questionnaire was provided to the students of experimental group to investigate the degree of recognition to the teaching method of problem-based learning (PBL)with computer aided technology.5 patients from experimental group and 5 patients from control group participating in teaching were given questionnaires to investigate if their right of privacy were violated.The theory examination score(out of 50) and comprehensive skills assessment score (out of 50) were compared between the two groups; the mean differences between the two groups were compared by t test.Result The teaching method of application of problem-based learning(PBL) with computer aided technology was recognition by 91.7 ％(22 persons) of students.20 percent(one person) of the experimental group patients felt their right of privacy violated; 60 percent(three persons) of the control group patients felt their right of privacy violated.The theory test scores of the experimental group and control group were (46.23 ± 2.45) and (45.52 ± 3.29).There was no statistical significance (t=1.230,P=0.225).The skill test scores of the experimental group and control group were(47.23± 2.45) and (36.52 t 3.29).There was statistical significance(t=12.791,P=0.000).Conclusion The teaching method of application of problem-based learning(PBL) with computer aided technology can help encourage the study interest of students,and cultivate their clinical thinking method and capacity,and protect the right of privacy of the patients,avoiding patient-hospital disputes.
ABSTRACT
Objective To compare the effect of four-in-one teaching method and traditional teaching method in clinical clerkship teaching in the department of obstetrics and gynecology. Methods Totally 70 clinical probationer were enrolled(35 from 2007 grade were taken as control group and 35 from 2008 grade were taken as experiment group ). Four-in-one teaching method and traditional teaching method were respectively in experiment group and control group. Examination score and clinical skill re-sults were analyzed by t test and satisfaction degree was analyzed byX2 test. P<0.05 signifies statistical sig-nificances . Results Examination score of experiment group and control group were 86 . 9 ± 7 . 7 and 76.5 ±8.7 respectively with statistically significant differences(P=0.000). Clinical skill score of experi-ment group and control group were 87.6±6.9 and 75.9±7.5 respectively with statistically significant dif-ferences(P=0.000). Each questionnaire index was significantly higher in experiment group than in con-trol group with statistically significant differences(P=0.000). Conclusions Four-in-one teaching method can make students understand theoretical knowledge and master obstetrics and gynecology basic clinical skills,enhance interests in learning,build up self-confidence and establish preliminary clinical thinking ability and innovation ability which will lay a solid foundation for future clinical and research practice.
ABSTRACT
Objective To explore the effect of situational clinical probation fourth-step method in Nursing Managementteaching in clinic.Methods We introduced innovative teaching method in clinicsituational clinical probation fourth-step method in Nursing Management.Firstly,it took students to learn the construction of the management structure in clinic (observation),then interview management persons (interview),and playing roles in management activities (role-play),at last interactive discussion (seminar).Results Through the SCP fourth-step learning,the nursing students' learning ability was strengthened,the students' ability to innovate and the learning interest in nursing management were inspired.Conclusions Application of situational clinical probation fourth-step method in Nursing Managementteaching in clinic shows better effect,which should be widely applied in clinic practice.
ABSTRACT
Objective To investigate the effects of case-based learning (CBL) applied in the clinical probation of anesthesiology.Methods Totally 313 undergraduates from the department of anesthesiology were randomly divided into 2 groups:CBL group (n =157) and LBL group (n =156).CBL methods were used to teach students in CBL group while traditional teaching methods were used to teach students in LBL group.After the causes being finished,a combination of theoretical examination and questionnaire were used to evaluate the teaching effectiveness between the two groups and a questionnaire was used to evaluate the recognition of teachers on CBL method.Data were managed by SPSS 17.0 software package.Quantitative data between groups were compared by t-test,enumeration data between groups were compared by chi-square test.Results Students in CBL group acquired higher score (86.7 ± 5.4) than those in LBL group (75.8 ± 4.5).82％ students in CBL group considered that their overall quality was improved while 42％ students in the LBL group thought so (P ＜ 0.05).75％ of faculties preferred the CBL methods.Conclusions Effect of CBL methods is better than traditional teaching methods and it's preferred by faculty and students.
ABSTRACT
ObjectiveTo investigate the teaching effect of problem-based learning(PBL) in clinical probation of gynecology and obstetrics.Methods48 students who majored in obstetrics and took internship in Xiamen Maternity and Child Care Hospital were selected as study subjects and were randomly assigned to control group and observation group.Traditional teaching pattern and PBL were performed in the above-mentioned groups respectively.The score of final test on maternity nursing and self-evaluation on capacity advancement were compared between two groups.ResultsThe score of observation group were significantly higher than control group (P＜0.05); Similarly,the self-evaluation of observation group after internship was also elevated with significance (P＜0.05) when being compared with control group.ConclusionEvidence showed that PBL was capable of improving the knowledge of maternity nursing,and it was also been proved effective in fostering the ability of self-learning,communication,and solving problem.Therefore,the PBL was appropriate to be promoted in the internship of nursing education.
ABSTRACT
Clinical probation is an important part of clinical teachings for foreign students in Medical Colleges.We chose some physicians and candidate doctors as teachers,who had both high professional level and English ability,according to the characteristics of the students.Before class,teachers had to complete the teaching plan,prepare for the language and lectures,and choose a good case.During the procedure,teachers began the training from the trivial matter,and used PBL teaching methods,put emphasis on care history collecting and physical examination,paid a great attention to the culture of clinical thinkings,etc.At last,some suggestions were put forward to solve the existing problems.