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Objective:To study the effect of PAD Class (Presentation-Assimilation-Discussion) combined with micro class in the teaching of standardized training for cardiac surgery residents.Methods:From October 2019 to June 2020, 70 residents of cardiac surgery were randomized into group A and group B, with 35 cases in each group. Group A used conventional teaching method, while group B used PAD Class combined with micro class teaching. The scores of theoretical examination and practical operation examination before and after teaching, the evaluation of self-learning, clinical thinking and professional social ability before and after teaching, and the satisfaction with the teaching methods were compared between the two groups. SPSS 26.0 was used for chi-square test and rank sum test.Results:There was no significant difference in the scores of theoretical assessment, practical assessment, autonomous learning, clinical thinking and professional social ability between the two groups before teaching ( P>0.05). After teaching, the scores of theoretical assessment, practical assessment, autonomous learning, clinical thinking and professional social ability of the two groups increased, and the scores of group B were higher than those of group A. There was a significant difference in the distribution of satisfaction with teaching methods between the two groups ( P<0.05). The total satisfaction rate of group B[97.14%(34/35)] was higher than that of group A[77.14%(27/35)]. Conclusion:For the residents of cardiac surgery, the teaching method of PAD Class combined with micro class teaching can not only improve their examination results, enhance self-learning, clinical thinking and professional social ability, but also improve their satisfaction with teaching methods.
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Objective:To analyze the application value of PAD (Presentation-Assimilation-Discussion) class and case teaching combined with brainstorming in the practice teaching of nursing students in the department of cardiovascular surgery.Methods:A total of 81 undergraduate nursing students who practiced in the Department of Cardiovascular Surgery, The First Affiliated Hospital of Air Force Medical University from June 2019 to April 2020 were selected as the research objects. They were randomly divided into the control group ( n=40, brainstorming teaching) and the observation group ( n=41, PAD class combined with case teaching). After one month of intervention, the teaching effect on the two groups of nursing students were evaluated through the nursing students' clinical communication ability scale, Chinese version of self-assessment of clinical reflection and reasoning (SACRR), and competency inventory for registered nurse (CIRN). And the teaching quality was assessed by the clinical nursing teacher teaching behavior assessment scale. SPSS 22.0 was used for t-test. Results:The scores of each dimension and total scores of clinical communication ability scale, Chinese version SACRR and CIRN of nursing students in the observation group were higher than those in the control group ( P<0.05). The scores of nursing teaching behavior evaluation of clinical teachers in the observation group were higher than those in the control group ( P<0.05). Conclusion:The combination of PAD class and case teaching with brainstorming can improve the clinical communication ability of nursing students in cardiovascular surgery practice, help to promote the transformation of their clinical thinking ability, improve their core competences, and play an important role in improving the teaching quality.
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Objective:To study the effect of PAD (presentation-assimilation-discussion) class applied in the standardized residency training of dermatovenereology on improving residents' practical operation ability.Methods:A total of 120 residents taking the standardized residency training of dermatovenereology in the Affiliated Hospital of North Sichuan Medical College from November 2018 to December 2020 were selected as the research objects and divided into two groups according to the time order of admission, among which, 60 residents enrolled from November 2018 to November 2019 were selected as the control group, and 60 residents enrolled from December 2019 to December 2020 were selected as the experimental group. The control group adopted the traditional standardized residency training mode, and the experimental group adopted the teaching mode of PAD class. SPSS 22.0 statistical software was used for data analysis. The results of theoretical knowledge assessment and skill operation assessment were compared between the two groups by t test, the evaluation of teaching effect was compared between the two groups by chi-square test, and the satisfaction of teaching was compared between the two groups by rank sum test. Results:The theoretical knowledge [(45.38±4.14) points], skill operation [(42.35±4.32) points] and total score [(88.74± 7.69) points] of the experimental group were higher than those of the control group [(39.62 ± 4.15) points, (36.25±4.27) points, (77.96±7.52) points, respectively], with statistical significance ( P<0.05). The evaluation of teaching effect in the experimental group showed that 49 residents (81.67%) believed that their learning interest had been stimulated; 51(85.00%) improved their self-learning ability; 47(78.33%)improved their ability of analyzing and solving problems; 50(83.33%) improved their doctor-patient communication ability; 49(81.67%) improved their clinical thinking ability; 52(86.67%) improved their teamwork ability; and 50(83.33%) improved their literature retrieval ability. The results of satisfaction showed that the experimental group was significantly higher than the control group in sense of responsibility, teaching methods, teaching contents and self-evaluation. Conclusion:The application of PAD class in the standardized residency training of dermatovenereology plays a positive role in mobilizing the learning enthusiasm of residents and cultivating their independent learning ability, and can significantly improve the practical operation and theoretical awareness of residents.
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Objective This study aimed to explore the practice and effect of PAD Class (presentationassimilation-discussion Class) in the teaching of Medical Genetics.Methods We randomly selected a teaching class (117) for PAD Class and the other class (115) for lecture-style teaching.The two classes took the same exam in the end,with the PAD class taking an extra questionnaire on teaching conditions at the same time.The average scores of the two classes were tested by SPSS 19.0.Results The scores of the final exams for PAD and control classes were (72.21 ± 7.42) and (69.77 ± 8.89),differences were statistically significant (t=2.27,P=0.02).Questionnaire results showed that in PAD Class,68.81％ (75/109) of the students could complete homework,93.58％ (102/109) thought that PAD class had (obviously) increased their initiative and enthusiasm for learning,and 53.21％ (58/109) were very satisfied with their learning results.Conclusion PAD Class is suitable for the teaching of Medical Genetics and improves the teaching efficiency.
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Objective@#To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students, and to analyze the difference of teaching effects between staged-teaching and traditional teaching.@*Methods@#Students were randomly divided into two groups, with 112 in the experimental group and 118 in the control group. Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing", "pathology-clinical connection" and "knowledge application", so presentation, assimilation and discussion class (PAD class), blending teaching and flipped classroom were adopted respectively. Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways. SPSS 19.0 was used for data analysis, and t-test and chi-square test were used for inter-group comparison.@*Results@#The pathological average score of students in the experimental group was (78.56±7.172), which was higher than (72.53±8.539) in the control group, with statistically significant difference (t=5.809, P=0.000). According to the questionnaire survey, the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group, with statistically significant difference (P<0.01).@*Conclusion@#Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge, applicating appropriate learning methods, and gradually forming their self-learning ability.
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Objective To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students,and to analyze the difference of teaching effects between staged-teaching and traditional teaching.Methods Students were randomly divided into two groups,with 112 in the experimental group and 118 in the control group.Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing","pathology-clinical connection" and "knowledge application",so presentation,assimilation and discussion class (PAD class),blending teaching and flipped classroom were adopted respectively.Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways.SPSS 19.0 was used for data analysis,and t-test and chi-square test were used for inter-group comparison.Results The pathological average score of students in the experimental group was (78.56 ± 7.172),which was higher than (72.53 ± 8.539) in the control group,with statistically significant difference (t=5.809,P=0.000).According to the questionnaire survey,the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group,with statistically significant difference (P＜ 0.01).Conclusion Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge,applicating appropriate learning methods,and gradually forming their self-learning ability.
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How to improve medical English writing skill effectively is an urgent problem to be solved in medical English teaching.This study aimed to evaluate the effect of the Presentation-Assimilation-Discussion (PAD) Class Model combining the advantages of traditional teaching model and the current flip classroom teaching model in medical English writing course.The study of "abstract writing" was divided into three parts,i.e.Presentation,Assimilation and Discussion which respectively focused on teacher's presentation of the basic structure of abstract in class,students' assimilation of the files after class,students-teacher's discussion in class.The test results and questionnaire were analyzed at the end of the course.PAD class model can optimize the teaching efficiency of basic knowledge,increase students' ability to learn autonomously,and promote the transformation of teachers' role.However,higher requirements are placed on the assessment methods,curriculum design,and teaching procedures.