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Introducción: Dada la incuestionable importancia del método clínico en la labor asistencial, continua como tema medular en la docencia médica. Objetivo: Perfeccionar la enseñanza y el aprendizaje del método clínico en la educación médica superior. Métodos: Se transitó por un momento inicial de diagnóstico del estado de aprendizaje del método clínico en el contexto local, seguido de los momentos de concepción, diseño y aplicación de una intervención didáctica. Resultados: La intervención didáctica implementada está constituida por un sistema de conferencias orientadoras dirigidas a estudiantes de tercer año de la carrera de medicina, impartidas en las asignaturas propedéutica clínica y medicina interna, las cuales abordan áreas complejas de la enseñanza-aprendizaje del método clínico: el interrogatorio, el razonamiento diagnóstico y la toma de decisiones terapéuticas; todas las conferencias se acompañan de sus correspondientes materiales de apoyo a la docencia. Forman parte de la intervención, como diseñadas acciones complementarias dirigidas a estimular la participación de los profesores en la ejecución de la intervención, como cursos de capacitación, la elaboración de un modelo del pase de visita docente asistencial. Conclusiones: La intervención didáctica expuesta contribuyó a perfeccionar la "base orientadora de la acción" para la enseñanza y el aprendizaje del método clínico en sí, y de la mayoría de sus habilidades esenciales constituyentes, por lo que tributa al perfeccionamiento curricular en la carrera de medicina. La intervención didáctica diseñada puede ser aplicada, o servir de referente, en cualquiera de los centros de enseñanza médica superior del país.
Introduction: Given the unquestionable importance of the clinical method in health care work, it continues as a core theme in medical teaching. Objective: To improve the teaching and learning of the clinical method in higher medical education. Methods: There was an initial moment to diagnose the learning state of the clinical method in the local context, followed by the stages for conception, design and implementation of a didactic intervention. Results: The implemented didactic intervention is made up of a system of guiding lectures aimed at third-year students of the medical studies, taught in the clinical propaedeutic and internal medicine subjects, which address complex areas of the clinical method teaching-learning: questioning, diagnostic reasoning, and therapeutic decision-making. All the lectures are accompanied by their corresponding teaching support materials. They are part of the intervention, as designed complementary actions aimed at stimulating the participation of professors in the intervention operation, such as training courses, development of a model of medical rounds supporting teaching. Conclusions: The described didactic intervention contributed to perfecting the guiding basis of action for teaching and learning the clinical method itself, and most of its constituent essential skills, which is why it contributes to curricular improvement in the studies of medicine. The designed didactic intervention can be applied, or serve as a reference, in any of the higher medical education schools in the country.
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Objective:To evaluate the effect of mixed reality (MR) in the standardized resident training on oral and maxillofacial-head and neck tumor surgery.Methods:Twenty resident doctors, who received standardized training in the department of maxillofacial oncology of our hospital, were randomly divided into experimental group and control group. The MR teaching method was used in the experimental group, while the traditional teaching method was used in the control group. The teaching effect was evaluated by theoretical and operational tests and a questionnaire survey. Statistical analysis was performed with the SPSS 24.0 software. Statistical comparisons were performed by the Students' t-test or the Wilcoxon rank correlation test. Results:The theoretical test results showed that the scores of the experimental group were significantly higher than those of the control group (85.30±3.59 vs. 80.20±5.63, t = 2.41, P = 0.027). The operational test results showed that the scores of the experimental group were significantly higher than those of the control group (89.20±5.07 vs. 82.30±6.36, t = 2.68, P = 0.015). The questionnaire survey results showed that the MR teaching helped to easily acquire the knowledge of head and neck anatomy and operation skills. Besides, the doctors in the experimental group were more active and glad to communicate with others than those in the control group. In addition, the MR teaching method improved the learning interest of doctors. The doctors in the experimental group were more satisfied with the teaching effect than those in the control group, and they recommended that the MR teaching method be used in clinical training and teaching on oral and maxillofacial-head and neck tumor surgery. Conclusion:MR teaching can help doctors understand and master the knowledge of head and neck anatomy and operation skills and improve their learning interest, achieving a good teaching effect, so it has important application value in the standardized resident training on oral and maxillofacial-head and neck tumor surgery.
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Objective:To explore the effectiveness of PDCA (plan, do, check, action) cycle management method in improving the completion rate of after-department examination in pediatric professional base.Methods:Through the residency management system platform, the completion rate of after-department examination from February 2019 to March 2019 differed greatly. Referring to the PDCA cycle management methods, according to the analysis of fishbone diagram, relevant reasons were obtained and a series of rectification measures were implemented including the formulation of relevant programs from the four aspects such as department, resident, rules and regulations and tools. The rectification courses were taken for 5 months. SPSS 17.0 was used for Chi-square test.Results:April to August 2019 was the main rectification execution stage, during which the monthly completion rate of after-department examination increased, but fluctuated (66.70%-89.70%).Compared with the rectification courses before (in February), the completion rate of after-department examination was significantly increased after rectification (in October) [(96.00%) vs. (42.11%)], with statistical significance ( P < 0.01). Conclusion:PDCA cycle management method can effectively improve the completion rate of after-department examination in pediatric professional base, which should be further widely promoted.
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Objective:To explore the application value of biomaterial breast model combined with traditional clinical teaching methods in the training of minimally invasive breast surgery.Methods:A total of 50 physicians who studied at the Thyroid and Breast Surgery Department of The First Affiliated Hospital of Air Force Medical University from March to December 2021 were selected as the research subjects and divided into the experimental group and the control group. The training time was one week, with three modules, namely, the study of Doppler ultrasound system and ultrasound theory, the study of the operating system for minimally invasive breast surgery, and the clinical observation and practice of minimally invasive breast surgery. Additionally, physicians in the experimental group practiced the surgical skills by using the biological material breast model. After the training, the assessment of breast minimally invasive surgery was performed, and the differences of minimally invasive operation and subjective evaluation of the two groups of physicians were analyzed. SPSS 22.0 was used to conduct independent-samples t-test and Chi-square test. Results:The time spent on breast mass localization, rotary cutter localization and residual rates of breast mass in the experimental group were (4.12±1.05) min, (12.12±2.61) min and 40%, respectively, and the corresponding results of the control group were (6.68±1.97) min, (15.32±2.89) min and 72%, which showed statistically significant differences between the two groups ( P<0.05). At the same time, the physicians in the experimental group were better than the control group in terms of self-evaluation of operational proficiency and clinical operation confidence. Conclusion:Compared with the traditional teaching method, the biomaterially simulated breast model combined with traditional teaching has significant advantages. It is an efficient teaching aid in the training and teaching of breast minimally invasive surgery, and plays an important role in the training of breast surgeons.
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In order to implement the teaching philosophy of "early clinical, multiple clinical, and repeated clinical", this study takes the "New Medical Professional Experience Social Practice" as a research course, analyzes the reform of pediatric clinical teaching, and evaluates the teaching effectiveness through classroom interviews and post-class questionnaire surveys. The results showed that through the combination of online and offline learning and multiple evaluation models, it was found that students with more hands-on teaching content in offline teaching were more interested and evaluated. Eight-year students had higher participation in offline teaching than five-year students, and 8-year students also rated online teaching higher than five-year students. A total of 151 [84.36%(151/179)] students have learned about the clinical work of pediatricians through this course. The reform of pediatric clinical teaching based on the concept of early clinical teaching can achieve the teaching goal of early clinical practice and early contact for medical students.
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Objective:To explore the application effects of the mode of "Multidisciplinary integration, Doctors & patients co-teaching, Simulated practice" in the teaching of spinal surgery.Methods:A total of 64 eight-year program clinical medical students who practiced in Peking Union Medical College Hospital in 2021 were taken as research objects and randomly divided into experimental group ( n=33) and control group ( n=31). The experimental group received the new teaching mode of "Multidisciplinary integration, Doctors & patients co-teaching, Simulated practice", and the control group received regular teaching mode. At the end of teaching, the teaching effects were evaluated from several aspects, including the scores of theoretical examinations, anatomical marks identification tests, and anonymous questionnaires. SPSS 22.0 software was used for paired t-test and two independent-samples t-test. Results:The theoretical test scores [(51.25±6.99) points] and anatomical structure identification scores [(37.56±1.83) points] of the experimental group were higher than those of the control group [(42.46±6.13) points and (30.37±3.46) points], and the differences were statistically significant ( P<0.001). The effective recovery rate of the questionnaire was 100%. The results of the questionnaire showed that the experimental group was significantly higher than the control group in terms of teaching attractiveness, attention, learning interest, learning efficiency, anatomical identification ability, problem-finding and problem-solving ability and overall teaching method satisfaction ( P<0.05). Conclusion:The teaching mode of "Multidisciplinary integration, Doctors & patients co-teaching, Simulated practice" can effectively improve students' theoretical knowledge, learning interest, learning efficiency, operation proficiency and problem-finding and problem-solving ability, which is worth promoting.
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Objective:To explore the feasibility and application value of case-based learning (CBL) combined with clinical pathway in thoracic surgery practice teaching.Methods:A total of 30 clinical undergraduate students who practiced from January 2018 to August 2018 were selected and randomly divided into the traditional group and the research group. The traditional group used traditional teaching mode, while the research group adopted the CBL combined with clinical pathway teaching. The scores of theoretical examination and practice skills assessment and the case analysis ability of the two groups were compared at the time of department. In addition, the evaluation of the teaching effect of the two groups of teachers and students was observed through anonymous questionnaires. SPSS 21.0 was used for t-test and Chi-square test. Results:The scores of the students in the research group were better than those in the traditional group, including score of theoretical examination [(88.20±4.02) vs. (80.76±4.62), P<0.001], score of practice skills assessment [(90.80±2.16) vs. (84.80±3.07), P<0.001] and case analysis ability [(89.80±3.34) vs. (81.86±4.31), P<0.001]. The differences were statistically significant. At the same time, the questionnaire showed that the research group was superior to the traditional group in improving students' learning interest, clinical skills, case analysis ability, clinical communication ability, theoretical knowledge understanding and clinical thinking ability, with a statistically significant difference ( P<0.05). While the two groups had no statistically significant difference in students' satisfaction with teachers ( P=0.083). Conclusion:The CBL method combined with clinical pathway teaching method can improve the teaching effect of thoracic surgery practice, which is worth popularizing.
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Objective:To explore the methods of improving the clinical thinking ability of clinical medical interns in neurology department.Methods:Clinical medical interns from 2017 to 2018 were selected as the research subjects. The clinical medical interns in 2018 and in 2017 were set as the experimental group (98 people) and the control group (95 people). In the clinical practice of the neurology department, the experimental group was trained in clinical thinking ability, and the control group was trained by the traditional methods. Before the end of the internship, the self-made Clinical Medical Interns Clinical Thinking Ability Questionnaire was used to evaluate the teaching effect. SPSS 14.0 was used for t-test and Chi-square test. Results:The experimental group and the control group had the problems of one-sidedness, appearance, fixedness, passivity, laziness, simplification, confusion of clinical thinking. The clinical thinking problems in the experimental group were significantly improved than those in the control group ( P<0.001). There were significant differences in clinical thinking between the experimental group and the control group in terms of one-sidedness, appearance, fixedness, passivity and laziness ( P<0.05). In addition to language communication and expression ability, the self-assessment score of clinical thinking ability in the experimental group was statistically different from that in the control group ( P<0.05). Compared with the control group, there were also significant differences in the examination results of the experimental group ( P< 0.05). Conclusion:The implementation of clinical thinking training in neurology practice is conducive to cultivating students' clinical thinking ability and improving the quality of personnel training.
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Objective:To explore the effect of mind mapping teaching of gastroenterology in the standardized training for general practitioners, and provide new ideas for general practice education.Methods:A total of 65 physicians who were enrolled in the standardized training of general practice from January to December 2017 were collected as the control group, and the traditional teaching method was adopted; another 58 physicians from January to December 2018 were selected as the experimental group, and the mind mapping was adopted based on the traditional teaching method. The learning effect (theoretical and operational results) and the satisfaction questionnaire of trainees and teachers were used as evaluation indicators. SPSS 21.0 was used for t test and chi-square test. Results:The theory exam and clinical skills examination results of experimental group (80.80±5.30, 82.66±5.90) were significantly higher than those of the control group (71.60±5.20, 75.72±4.57), and the difference was statistically significant ( P<0.05). Compared with the control group, the experimental group had better understanding of knowledge points of this discipline, clinical thinking ability, higher learning interest, teamwork ability, innovation ability and teacher satisfaction, with statistical significance ( P<0.05). Conclusion:The mind mapping has more advantages than traditional teaching methods in the standardized training for general practitioners, which can be further extended.
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Objective:To investigate the impact of online teaching on dermatology study in the undergraduate stage of the eight-year program medical students of Peking University Third Hospital.Methods:Questionnaires were administered before and after dermatology theoretical lectures and probation among the eight-year program medical students of the Peking University Third Hospital. Online teaching in 2020 was compared with offline teaching from 2016 to 2019. Written examination was taken after studying and the results were analyzed. SPSS 21.0 was used to conduct t-test and Mann-Whitney U test. Results:The total number of students that received online teaching was 53, and the response rate of the questionnaire was 75.5(80/106); the number of students receiving offline teaching was 166 and the response rate of the questionnaire was 99.1% (329/332). After dermatology theoretical lectures and probation, the scores of the written examination of online teaching were better than those of offline teaching ( P<0.001). The self-evaluation of the diagnostic ability of urticaria in students that received online teaching was lower than that in offline teaching students ( P=0.008); whereas the importance rating of dermatology department in hospitals ( P<0.001) and the interest in dermatology ( P=0.002) were significantly higher in online teaching than offline teaching. No significant differences were found in the self-evaluation of the diagnostic ability of eczema and acne, the willingness to be a dermatologist, difficulty rating in dermatology study, etc. Sixty percent (24/40) of students submitted open suggestions, and the most suggestion was to increase offline probation [22.5%(9/40). Conclusion:The online teaching of dermatology theoretical lectures and probation may be better for students' knowledge than offline teaching and they can also stimulate students' interest in learning. However, students' confidence in the diagnosis and treatment of certain common disease might be slightly lower in online teaching than in offline teaching. The combination of online and offline teaching might provide more advantages in the future. The form and content of online teaching also urgently need to be further improved in practice.
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Objective:To study the teaching effect of the teaching method of case-based learning (CBL) combined with team-based learning (TBL) based on the standard patient (SP) in the clinical teaching of department of intensive care medicine.Methods:A total of 60 medical students clinically studying in the department of intensive care medicine were randomly divided into 2 groups, with 30 students in each group. The two groups received the clinical teaching through the lecture-based learning (LBL) teaching method and the CBL combined with TBL based on SP teaching method respectively. By evaluating the clinical synthesis ability of the students of two groups and the satisfaction survey of the two teaching methods, the teaching effect was evaluated. SPSS 19.0 statistical software was used to perform Chi-square test and t-test. Results:Compared with LBL teaching method, the students who accepted the CBL combined with TBL based on SP teaching method had significantly better clinical comprehensive ability ( P < 0.05), mainly in their clinical thinking ability [(4.18±0.55) vs. (3.66±0.47)], clinical skills [(4.03±0.61) vs. (3.59±0.52)] and communication ability with patients [(4.11±0.58) vs. (3.74±0.50)]. In addition, student satisfaction with teaching methods was also higher ( P <0.05), especially in the satisfaction of learning interest [(4.38 ± 0.72) vs. (3.65±0.56)], self-learning ability [(4.24±0.71) vs. (3.91±0.52)], clinical thinking ability [(4.09±0.66) vs. (3.22±0.54)], communication ability [(4.42±0.60) vs. (3.67±0.48)], and team cooperation spirit [(4.15±0.58) vs. (3.78±0.51)]. Conclusion:The teaching method of CBL combined with TBL based on SP is feasible and has good teaching effect in the clinical teaching of department of intensive care medicine.
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Improveing students’ strain capacity in the application of medical ethics is an important part of clinical teaching. This paper revealed the basic connotation of strain capacity in the application of medical ethics, emphasized the necessity for medical students to possess this quality, and emphatically expounded that training students in clinical teaching according to the five basic practical requirements of ethical adaptability. For practical problems, students’ ethical discrimination ability, ethical difficult problem handling ability, and comprehensive application ability of ethics and law should be improved according to practical requirements.
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RESUMEN Antecedentes: la actual pandemia causada por COVID-19 plantea desafíos a la enseñanza clínica al afectar el desarrollo normal de las actividades presenciales. Se necesitan soluciones que ayuden a mitigar esos efectos. Objetivo: el propósito de este estudio es presentar una estrategia de telesimulacion (TS) y analizar la perspectiva del diseño instruccional desde los estudiantes de grado de Cirugía. Material y métodos: 26 estudiantes tuvieron una inmersión en escenarios de alta fidelidad a distancia, a través de una plataforma de videoconferencia que les permitió experimentar y analizar situaciones críticas y tomar decisiones terapéuticas. El análisis de los datos se realizó desde un abordaje cuantitativo-cualitativo poniendo el foco en las vivencias de los participantes a partir de la encuesta de satisfacción, las transcripciones del debriefing (etapa reflexiva) y una pregunta abierta sobre percepción de aprendizaje, con el propósito de analizar la actividad en torno a las oportunidades de aprendizaje de razonamiento clínico y habilidades no técnicas como también los atributos del método percibidos por los estudiantes. Resultados: todos recomendarían la actividad a otro. Durante la etapa de debriefing emergen aspectos del rendimiento en relación con la hipótesis diagnóstica, la investigación complementaria, el tratamiento y las habilidades no técnicas. Además existió una percepción de aprendizaje más allá de la que ofrece la lectura de contenidos. Conclusión: la TS como oportunidad de aprendizaje favorece la enseñanza clínica. Como técnica, si bien puede lograr alta fidelidad, no puede descuidar los aspectos técnicos y tecnológicos que alterarían su curso.
ABSTRACT Background: The current COVID-19 pandemic poses additional challenges to clinical teaching by affecting the normal development of onsite activities. Solutions are necessary to mitigate these effects. Objective: The aim of this study is to present a telesimulation (TS strategy) and analyze the instructional design perspective of undergraduate students of surgery. Material and methods: Twenty-six students participated in the experience, immersed in high-fidelity virtual scenarios through a video conference platform in which they could experience and analyze critical situations and decide a therapeutic plan. Data analysis was carried out using a quantitative-qualitative approach, focusing on the participants' experiences reported in a satisfaction survey, debriefing transcriptions (reflective stage) and an open-ended question about the perception of learning aimed at analyzing the activity in terms of the opportunities to learn clinical reasoning, non-technical skills and the attributes of the method as perceived by the students. Results: All the students would recommend the activity to another peer. During debriefing, the aspects of performance related with the diagnostic hypothesis, complementary investigation, treatment and non-technical skills emerge. Furthermore, there was a perception of learning beyond that offered by content reading. Conclusion : Telesimulation as a learning opportunity favors clinical teaching. Although TS can achieve high fidelity as a technique, it cannot neglect the technical and technological aspects that would alter its course.
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Humans , General Surgery/education , Education, Distance/methods , Simulation Training/methods , Students, Medical/psychology , Models, Educational , Videoconferencing , Clinical Reasoning , COVID-19 , LearningABSTRACT
Los procesos educativos orientados a la formación de los médicos que trabajarán en las especialidades quirúrgicas se ven afectados por diferentes desafíos que deben ser reconocidos claramente para poder plantear respuestas a ellos. Se realizó una revisión de la literatura buscando artículos con temas relacionados y se identificó que los retos se concentran en cuatro áreas: rápida evolución de la tecnología y mayor complejidad, escaso recurso humano docente capacitado, falta de instituciones de salud con vocación docente y currículos cuya estructura no responde a los factores diferenciadores de los programas de residencia cuyo componente primordial es el quirúrgico. Las soluciones a estos retos requieren de una acción coordinada de todos los actores involucrados si se desea realmente resolver los problemas de salud del mundo actual.
The educational processes designed to train medical practitioners in surgical specialties have been affected by a series of challenges. Through a literature review, four challenges were identified: rapid evolution of technology, scarce human resources trained for surgical education, lack of health institutions with teaching vocation, and curriculums that do not favor the needed distinctive factors of resi-dency programs with surgical components. The solutions to these challenges require coordination between the parts involved in the medical education community. A necessary effort, if the health problems of today are to be solved.
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Objective:To investigate the effect of holistic thinking training mode on establishing clinical holistic thinking in endodontic practice teaching for students.Methods:Holistic thinking training mode was applied among Batch 2013 (group A, n=174) and Batch 2014 (group B, n=92) students of Guanghua School of Stomatology, Sun Yat-sen University. The teaching results were evaluated by the scores before and after the training and questionnaire, and by comparing their scores with those of Batch 2012 (group C, n=88) students. SPSS 20.0 was used to conduct one-way ANOVA and t test. Results:Compared the scores of students in group A with group B, the total scores before and after the training and the scores of "case report" were not statistically different, but the scores of holistic thinking were significantly improved after the training. Compared with the scores of students in group C, the total scores after the training and the "case report" scores of group A and B were significantly higher. The results of the questionnaire showed that 87.9%(153/174) of the students thought the training mode was conducive to the establishment of holistic thinking, but 77.6%(135/174) thought further improvement was needed in terms of content and time allocation.Conclusion:Holistic thinking training mode has a positive effect on the endodontic practice teaching, and is worth promoting in other departments after further improvement.
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Objective:To observe the application effectiveness and advantages of process-oriented-guided inquiry learning (POGIL) in the clinical practical teaching of rheumatism and immunology.Methods:A total of 120 students of "5+3" clinical medicine from Chongqing Medical University, who interned in the department between May 2019 and May 2021, were randomly selected and divided into control group (60 cases) and experimental group (60 cases). The control group was given conventional clinical teaching model, and the experimental group adopted POGIL theory for clinical teaching design. After one month of implementation through different teaching methods, the mastery of specialized knowledge and self-ability improvement evaluation were compared between the two groups of interns. The scores of fatigue scale (FS-14) and symptom checklist-90 (SCL-90) were used to evaluate the learning stress status of interns. And the satisfaction of interns with different teaching models were compared. SPSS 22.0 was used for t test and chi-square test. Results:①The scores of specialized knowledge assessment of intern students in experimental group were higher than those in control group ( P<0.05). ②The self-evaluation scores of professional abilities were higher in experimental group than those in control group ( P<0.05). ③ The scores of FS-14 and SCL-90 in experimental group were significantly lower than those in control group after POGIL instruction and teaching ( P<0.05). ④In terms of teaching quality, the effective rate of clinical teaching with 96.67%(58/60) in experimental group was significantly higher than that 91.67%(55/60) in control group ( P<0.05). Conclusion:POGIL theory model for clinical practice teaching in department of rheumatism and immunology can improve the professional knowledge and skills of clinical interns, and this teaching model is easier to improve the learning enthusiasm and teaching quality of interns.
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Objective:To explore the application of mixed BOPPPS (bridge-in, objective, pre-assessment, participatory-learning, post-assessment, summary) combined with case analysis teaching in nursing practice teaching in the department of endocrinology.Methods:Forty-five nurses of Batch 2017 who practiced in the Department of Endocrinology were selected as the control group, using traditional teaching; 45 practical nursing students of Batch 2018 were selected as the research group, using mixed BOPPPS combined with case analysis teaching. After the teaching, the teaching effect was evaluated by the theoretical and practical skill operation assessments, and the satisfaction with the teaching was investigated through the questionnaire. SPSS 22.0 was used for t test and chi-square test. Results:The scores of basic theory [(28.31±2.07) vs. (24.66±2.15)] and professional theory [(67.01±3.05) vs. (55.62±3.20)] in the theoretical assessment of practical nurses in the research group were higher than those in the control group, with significant differences ( P<0.05); the scores of each sub-item of the practical skills operation assessment were better than those in the control group, with significant differences ( P<0.05); in terms of teaching satisfaction, the research group was better than the control group in such 10 aspects as whether to improve the level of theoretical and practical skills operation, whether to improve the awareness of humanistic care and whether to improve the nurse-patient communication ability, etc., with significant differences ( P<0.05). Conclusion:The BOPPPS combined with case analysis teaching significantly improves the theoretical and practical skills and comprehensive literacy of the endocrinology practical nursing students, and the teaching satisfaction is significantly better than that of the traditional teaching, which is of promotion value.
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Objective:To explore the application and preliminary evaluation of multidisciplinary rounds (MDRs) in the clinical teaching of urology.Methods:A total of 20 pediatrics medical students in the clinical medicine were selected as the control group, and the traditional single department teaching rounds were used. Another 20 clinical medical students in the same grade were taken as the experimental group, and MDRs were used. The teaching officer of urology served as the general ward round teacher, combined with nephrology physicians and imaging ultrasound physicians to conduct bedside teaching rounds, and the length of the rounds was about 60 to 90 minutes. Through the teaching evaluation form and the test scores, the effect of teaching ward rounds was evaluated. SPSS 21.0 was used for statistical evaluation data, and the unpaired t-test was performed to make comparison between groups. Results:In terms of theoretical test, the average score of students in the experimental group was (92.15±0.60), which was higher than that in the control group (90.05±0.71), and the difference was statistically significant ( P=0.030). In the experimental group, 95.0%(19/20) of the medical students affirmed the MDRs model, and 100% of them thought it was necessary to introduce this model in clinical teaching. Conclusion:MDRs are patient-centered, emphasize interdisciplinary cooperation, and are operable, which deepens the understanding of medical students on urological diseases, promotes the exchange of clinical teaching experience between urology and interdisciplinary research, and improves the quality of teaching.
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Objective:To explore the practical effect of the comprehensive teaching method based on King's up-to-the-standard theory on the clinical teaching of oncology department.Methods:From August 2019 to June 2020, 60 interns of oncology department were selected and randomly divided into control group and study group. The control group was given conventional clinical teaching method, and the study group was given comprehensive teaching method based on King's up-to-the-standard theory (including PBL, CBL, scenario simulation, MOOC, etc.) for 3 months. The theoretical and practical assessment results of the two groups after 3 months were compared. The post competency of the two groups before and after teaching, and the satisfaction of the two groups with the teaching mode were compared. SPSS 26.00 was used for t test and chi-square test. Results:There were significant differences in the distribution of theoretical and practical examination results between the study group and the control group ( P<0.05), and the excellent and good rate of the former was higher than that of the control group ( P<0.05). There were no significant differences in the scores of professional ethics, professional ability, interpersonal communication and team cooperation, teaching and scientific research direction between the two groups before teaching. However, the scores after teaching were higher than those before teaching, and study group had higher scores than the control group ( P<0.05). The satisfaction scores of the study group were higher than those of the control group in stimulating learning interest, promoting learning initiative, improving the ability of analyzing and solving problems, cultivating critical thinking, cultivating doctor-patient communication ability, cultivating team spirit, improving literature review ability, broadening knowledge, guiding future clinical work and enhancing self-confidence ( P<0.05). Conclusion:The application of the comprehensive teaching method based on King's up-to-the-standard theory in the clinical teaching of oncology department can improve the examination results and post competency of interns, and also improve their satisfaction.
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Objective:To evaluate the effect of three teaching methods of case-based learning (CBL), problem-based learning (PBL) and blended learning (CBL+PBL) on the teaching of clinical clerkship of cardiovascular internal medicine among medical students.Methods:A total of 175 third-year medical students were divided into three groups (CBL, PBL and CBL+PBL). They entered the clinical clerkship in batches, and then received written examination and questionnaire survey after the teaching. The data were processed by SPSS 19.0 and were compared by one-way ANOVA or chi-square test (R × C) among groups.Results:The total average scores of students in CBL, PBL and CBL+PBL groups were 15.34±2.88, 14.67±2.98 and 17.13±2.82, respectively ( P<0.05), and the proportion of students with "excellent" scores were 27.4%(17/62), 14.5%(9/62) and 58.1%(36/162), respectively. Most students in CBL group did not agree that CBL helped to train literature access skills [70.7%(41/58)] or teamwork ability [82.8%(48/58)], compared with which 70.9%(39/55) in PBL group thought it helped to train literature access skills but only 7.3%(4/55) well accepted PBL. In addition, majority of students in CBL+PBL group believed it was helpful to gain learning interest [64.3%(36/56)] and train team cooperation ability [62.5%(35/56)], and [53.6%(30/56)] favored this teaching method. Conclusion:Compared with traditional CBL, PBL fails to attract students or improve teaching performance; while blended learning is benefited for the students and can improve teaching quality.