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Objective@#Evaluate the effect of an integrated teaching model of oral preclinical practice based on endodontic-restorative sequential treatment to provide a reference for the exploration of the teaching mode of the stomatology specialty. @* Methods @#This retrospective study was reviewed and approved by the Ethics Committee. The study was divided into 2 groups. There were 450 2018-grade and 2019-grade students in the discipline integration teaching method (DIT) group, and a preclinical practice course (root canal therapy and fixed prosthetic treatments were integrated into an endodontic-restorative sequential treatment) using the DIT method was applied. There were 443 2016-grade and 2017-grade students in the traditional teaching method (TT) group, and a TT preclinical practice course (root canal therapy and fixed prosthetic treatments training courses were taught separately) was applied. Both groups were taught by the same two teachers. The scores of clinical skills examination and treatment planning were compared between the two groups. In addition, students in the two groups were asked to complete the questionnaires about the teaching methods, and students in Group DIT and their teachers were asked to complete the questionnaires on their degree of satisfaction with the DIT method in the preclinical course. @*Results @# Students in the DIT group had an average score of 90.2 ± 4.16 in the practical skill evaluation, which was higher than that of the TT group (86.3±3.57) (P = 0.001). In the case analysis, 91.8% (413/450) of the students in the DIT group successfully planned the treatment, compared to a significantly lower rate in the TT group of 74.7% (331/443) (P = 0.001). The questionnaire results showed that recognition degrees of cultivated clinical thinking, improved indication analysis ability, improved operational skills, stimulated enthusiasm for learning, and improved autonomous learning were higher in the DIT group than in the TT group, and both teachers (2/2) and 98.4% (443/450) of students recognized the DIT method. @*Conclusions@#The DIT method significantly improved students’ learning quality and ability, proved effective in the endodontic-restorative sequential treatment practice course and was more acceptable to teachers and students. The DIT method is more effective than the TT method in improving students’ clinical thinking and operation ability.
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Objective:To evaluate the effect of teacher simulate standardized patient (TSSP) consultation training in pediatric practical teaching.Methods:A total of 120 interns from the five-year clinical medicine major of Batch 2015 were randomly divided into experimental group and control group. In the experimental group, 60 interns were trained by TSSP for consultation after admission. After the training, the clinical parents of the children were consulted and the children were physically examined under the guidance of teachers. In the control group, 60 interns were trained according to the same requirements, but TSSP consultation training was not included. At the end of the practice, the performance, operation skills and medical record writing ability of the interns were compared, and the satisfaction of the experimental group was investigated. SPSS 25.0 software was used for t test and chi-square test. Results:The medical record writing results of the experimental group were (96.15±3.00) points, significantly higher than that of the control group [(81.02±3.29) points], and the differences were statistically significant ( t = 26.38; P < 0.001). In the mini-clinical evaluation exercise (Mini-CEX), the scores of medical history collection, communication skills, humanistic care and physical examination were significantly higher than those of the control group ( t= 15.41, 17.67, 15.39 respectively; all P < 0.001). The experimental group had high satisfaction with the teaching method of TSSP consultation training. Conclusion:TSSP consultation training improves the intern medical record writing ability, doctor-patient communication ability, clinical operation ability, stimulates the learning interest of interns, trains the trainee doctors humanistic consciousness, integrates into the ideological and political education, effectively ensures the quality of practical teaching of pediatrics, and obtains recognition from intern, which is worth promoting.
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With reference to the experience of School of Stomatology, Inner Mongolia Medical University, in participating in oral skill competitions, this article analyzes and summarizes the teaching issues reflected in skill competitions and refines the teaching strategies of consolidating theoretical foundation and cultivating clinical thinking as the basis, implementing the sterile concept and maintaining standard body position and posture as the key, and standardizing operating standards and strengthening hand skills as the important points. Participating in skill competitions can help to improve the emphasis on practical skill teaching of stomatology among students and establish innovative teaching models. Meanwhile, humanistic quality education is taken seriously to improve the comprehensive qualities of students through multiple channels.
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Objective:To investigate the application effect of simulation teaching in basic nursing practical teaching for undergraduates.Methods:A total of 271 nursing undergraduate intern students in the classes of 2018 and 2019 were selected as subjects, among whom 135 students in the class of 2018 were established as control group and 136 students in the class of 2019 were established as experimental group. The students in the control group received conventional practical training, and those in the experimental group received simulation teaching. The two groups were compared in terms of test scores and self-efficacy scores after practical teaching, and a questionnaire survey was conducted to investigate the degree of satisfaction with practical teaching among students. SPSS 20.0 was used for the t-test and the chi-square test. Results:Compared with the control group, the experimental group had significantly higher average scores of theoretical examination (88.78±5.17 vs. 82.04±4.36, P<0.05) and practical examination (96.90±5.05 vs. 90.48±5.34, P<0.05), as well as a significantly higher self-efficacy score (29.80±3.83 vs. 28.76±2.75, P<0.05). The experimental group had a significantly higher degree of satisfaction with clinical teaching than the control group ( P<0.05). Conclusion:Simulation teaching can effectively increase the practical score of nursing students, enhance their sense of self-efficacy, and improve their satisfaction with clinical teaching.
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Undergraduate students of UNIFASE/FMP, through the Academic League of Human Physiology and Pathophysiology (Liga Acadêmica de Fisiologia e FisiopatologiaHumana -LAFFH), participate in a supervised internship to outpatient at the Infectious and Parasitic DiseasesService of FMP/FASE, authorized by Clinical Direction (October 2018). Patients received conventional therapy in addition to complementary therapy with Homeopathy, for external use for cleaning skin lesions and modulating inflammatory responses, whose mechanisms of action are already described in the scientific literature and authorized by ANVISA. Aims: Make approach of undergraduate students to Homeopathic pathophysiology. Methodology: The supervised clinical internship of LAFFH students is in two service rooms with 6 students in each, based on prior appointment due to spontaneous demand, with medical records registered by the IPD outpatient service secretary. Outpatient clinical care addresses the pathophysiology and miasms of the symptoms and signs of neglected chronic parasitic diseases prevalent in our country, identified by anamnesis and physical examination. They are correlated to biological activities in plant chemistry classes, besides official homeopathic pharmacopoeia. So, it was adopted the external use of HUD Ledum palustre 6ch for the cleansing of skin lesions with torpid evolution at IPD. Results and discussion: Two patients with edemaand varicose ulcers were treated with the ointment offered. Edema extension which was +++/4+ to both patients diminished to +/4+ in 30 days of interval. Indeed, ulcers remained at the same shape and size, but their bases were cleaned, without purulence. Novel clinical sessions did not occur because of social distancing needed. Conclusion: It has been developed a positive perception among patients and students about the action of homeopathic remedies. The practical teaching activity initiated encourages students in clinical reasoning about complementary therapeutic association with Homeopathy for patients whose evolution is below the expected prognosis with conventional therapy. Project of clinical observation will be elaborated to research ethics committee.
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Neglected Diseases , Homeopathy/educationABSTRACT
Objective:To explore the application of typical case combined with practice teaching in the pediatric clinical teaching.Methods:A total of 80 clinical interns majoring in pediatrics who practiced in the Affiliated Hospital of Jining Medical University between September 2019 and January 2020 were selected as the research subjects, and they were randomly divided into observation group ( n=41) and control group ( n=39). The control group adopted conventional teaching while the observation group were given typical case combined with practice teaching model. After 16 weeks of training, the theoretical knowledge, practical operation [direct observation of procedural skill (DOPS) evaluation, and mini-clinical evaluation exercise (Mini-CEX)] and overall performance were analyzed in the two groups of students. SPSS 19.0 was used for t test, chi-square test and rank sum test. Results:After the internship, the theoretical scores of common pediatric diseases, clinical disease characteristics, etiopathogenesis, treatment regimen and complications were enhanced in the two groups, and the above scores in observation group were higher than those in control group ( P<0.05). Besides, the DOPS scores and Mini-CEX scores of the two groups were increased, and the scores were higher in observation group than in control group ( P<0.05). Furthermore, the overall excellent rate of the observation group was 87.80% (36/41), which was higher than 69.23% in control group (27/39). Survey found that the number of interns who believed that the teaching regimen could deepen the knowledge mastery degree, increase the internship interest and improve the comprehensive ability, internship efficiency and clinical thinking ability was more in observation group than in control group. Conclusion:Typical case combined with practice teaching can effectively deepen the interns' understanding of theoretical knowledge of clinical pediatrics, improve the practical operation ability and arouse the interest in learning.
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In 2012, Chongqing Medical University was approved to be the first batch of pilot universities in China for excellent doctor education and training program, which started the exploration of "early clinical, multi-clinical and repeated clinical" for medical students, and put it into practice in clinical medicine of Batch 2015 ("5+3" integrated specialty). This paper applies the methods of literature research, questionnaire survey and empirical research to understand the needs and suggestions of students for clinical practice. It is suggested that the concept of "early clinical practice" should be integrated into the theoretical teaching, the teaching method of "case introduction" should be adopted in the course of integrated medicine education, the course of Clinical Skills should be reformed, the clinical practice activities such as "early admission to the ward" should be carried out, and the evaluation system of clinical practice should be rebuilt, hoping to provide references for the exploration of "early clinical, multi-clinical and repeated clinical" in medical education of other colleges and universities.
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Virtual reality (VR) technology is a kind of human-computer interaction technology, which has been widely used in teaching. In the acute mountain sickness rescue teaching practice, we simulated the plateau environment, operation process of prevention and treatment of mountain disease via VR, which were compared with traditional teaching model. Clinical medical undergraduates were selected as the research objects, and the practice effect was compared and analyzed. VR technology makes more rich and diverse teaching methods in acute mountain sickness rescue teaching practice, which has significant advantages in improving the teaching environment and overcoming the shortage of equipment and space. We have optimized the instructional design, realized the teaching mode by combination of virtuality and reality, and improved the teaching quality and test scores.
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Objective:To study the application effect of progressive case teaching based on Omaha system in practical teaching of geriatric nursing.Methods:A total of 84 college students nursing students of Beijing Chaoyang Hospital (West Branch) from June 2019 to October 2020 were selected as the research objects, and they were randomly divided into an observation group (conventional teaching) and a control group (progressive case teaching based on the Omaha system) in average. The clinical thinking ability of the two groups before and after teaching were compared, and the satisfaction of the two groups' teaching effect was compared. SPSS 22.0 was performed for chi-square test and independent sample t test. Results:After teaching, the critical thinking ability, systematic thinking ability, and evidence-based thinking ability of the observation group were significantly higher than those of the control group before and during the same period ( P<0.05). The teaching satisfaction of the observation group was significantly higher than that of the control group ( P<0.05). Conclusion:The progressive case teaching based on the Omaha system has a good application effect on the practical teaching of geriatric nursing, which can improve students' clinical thinking ability and increase teaching satisfaction.
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Objective:To evaluate the mixed team-based learning (TBL) teaching method in the practical teaching of critical obstetric diseases.Methods:A total of 72 undergraduate students majoring in "5+3" clinical medicine who practiced in The First Affiliated Hospital of Chongqing Medical University from April to June 2019 were selected in the study. The typical cases of obstetric critical illness were selected, and the students were taught by TBL teaching combined with flipped classroom. After the class, a questionnaire survey was conducted to evaluate the teaching effect.Results:Totally 72 questionnaires were recovered and the results showed that all the students thought this kind of mixed TBL teaching method was helpful to develop clinical thinking ability, and the process of "group discussion" and "extra-curricular preparation" was very helpful to understand the learning. A percentage of 93 (67/72) of the students liked this teaching mode, while 28% (20/72) of the students thought this learning mode was very stressful.Conclusion:This mixed TBL teaching method is effective and feasible in the practical teaching of critical obstetric diseases.
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Objective:To evaluate the effectiveness of medical practical training with a multi-level comprehensive model.Methods:We randomly selected 100 medical undergraduates who received practical training in The Affiliated Huai'an No.1 People's Hospital of Nanjing Medical University from 2017 to 2019, 20 medical education experts, and 30 teachers for a questionnaire survey using self-designed questionnaire with 3 first-level items, 8 second-level items, and 31 third-level items. Data processing and analysis was made by multi-level comprehensive model.Results:The comprehensive evaluation data (0.176 4, 0.512 3, 0.252 5, 0.058 8) obtained by the multi-level comprehensive model showed that the proportions of medical undergraduates achieving excellent, good, moderate, and poor effects of medical practical training were 17.64%, 51.23%, 25.25%, and 5.88% respectively. According to the principle of maximum membership, the final comprehensive evaluation result of the effectiveness of medical practical training was "good".Conclusion:This research has demonstrated the scientificity and feasibility of using the proposed multi-level comprehensive model to evaluate the effectiveness of medical practical teaching. In the comprehensive evaluation, the quantitative processing of qualitative indices can generate the matching score of each index in the multi-level index system. The evaluation results are intuitive and easy to analyze, thus providing the basis for the targeted improvement of medical practical teaching effect.
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After participating in the student selection training and on-site refereeing of the clinical examination skills competition for college students in Sichuan-Chongqing region twice in succession, the author combined the on-site performance and competition results of the participating students with pre-match training experience and normal teaching experience. A comprehensive analysis found that the students' proficiency in basic testing skills, psychological quality and humanistic quality have an important impact on the results of the competition. Teachers should not only pay attention to the quality of basic skills training and theoretical knowledge teaching in practical teaching, but also pay attention to the cultivation of students' teamwork ability and good working habits. Therefore, the clinical laboratory skills competition has a strong leading role in promoting the education and teaching reform of medical laboratory technology and improving the quality of professional practice teaching. It is hoped that more medical colleges and universities will pay attention to and participate in it, and further promote the development of practical teaching of medical laboratory technology.
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Objective:To explore the effect of double supervisor teaching in practical teaching of rehabilitation technology specialty.Methods:Totally 45 students from rehabilitation technology specialty in our university were randomized into experimental group and control group. Experimental group (22 students) took double supervisor teaching method, which was jointly conducted by a doctor and a physiotherapist, while control group (23 students) adopted single physiotherapist teaching method. The practical effects were evaluated by theory test, clinical operation test, and questionnaire survey. The data were analyzed by SPSS 22.0.Results:The scores of tests in experimental group were significantly better than those in control group ( P<0.05). In addition, according to the questionnaire survey, the scores of indicators related to the teaching effectiveness in experimental group were significantly better than those in control group ( P<0.05). Conclusion:The application of double supervisor teaching in practical teaching of rehabilitation technology specialty can improve students' academic performance, improve students' learning ability and problem-solving ability, which is worthy of further exploration and promotion in rehabilitation medicine education.
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The undergraduate four-year medical laboratory technology major aims to cultivate advanced medical application-oriented talents. The realization of this purpose depends on the construction of an innovative practical teaching curriculum system. This article combines the four modules of basic practice, professional practice, vocational skill practice, and innovative practice to improve the problems existing in the traditional practice teaching system, and proposes a "3+1" three-dimensional practice teaching model in order to adapt to the rapid development of medical laboratory technology.
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Based on the investigation of the practical teaching reform intention of applied psychology masters in school and combined with the opinions of employers, this paper summarizes the relevant literature and finds that there are some problems in the current practical teaching of master of applied psychology (MAP), such as unbalanced curriculum system, incomplete teaching program, low consistency of teaching process, monotonous teaching method and so on. In order to provide reference for the practical teaching reform of MAP in medical colleges, this paper puts forward some suggestions from five aspects: teaching contents, teaching programs, teaching procedures, teaching staff and teaching modes.
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Strengthening practical teaching, together with improving innovation ability is one of the key tasks of Emerging Engineering Education. This paper is based on the revision of the training program of bioengineering in School of Chemical Engineering and Technology, Tianjin University, improved the practical teaching system and curriculum content, built a five-level teaching system for basic experiment, comprehensive experiment, course design, scientific research and practical training. In order to cultivate outstanding innovative talents with practical ability and innovative spirit, innovative teaching reform mode is proposed. Furthermore the new thought and new schemes for Emerging Engineering Education are put forward.
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Bioengineering , Education , CurriculumABSTRACT
The opening and sharing of large-scale life science equipment in universities is expanding. We must find ways to improve the role of large-scale equipment in cultivating students' practical and innovative abilities, to tap the potential of equipment, then to support scientific research and speed up scientific research output. We established a set of large-scale equipment training and practice teaching system including 15 topics and covering a wide range of technologies. In practice, we constantly innovated personalized courses. According to the differences of students' major and scientific research needs, we classified teaching content and set up parallel classes. Each class had the individualized teaching content and students could select from a menu of courses. In addition, we built up a cloud classroom teaching platform, online and offline teaching method supplemented each other. The teaching system have produced certain effect.
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Humans , Biological Science Disciplines , Education , Curriculum , Reference Standards , Students , UniversitiesABSTRACT
Objective To explore the application effects of Flipped Classroom based on micro-lecture in the teaching practice of health assessment for nursing undergraduates.Methods Nursing undergraduates in the natural class of grade 2016 in Xi'an Creation College of Yan'an University was randomly selected as the control group.A total of 55 students,with an average age of (20.22 ± 1.13) years,were enrolled in the study.Another nat-ural class was chosen as the observation group,with a total of 54 students,with an average age of (20.37 ± 1.21) years.Results At the end of the course,the students of the two groups received the course examination.The training scores of the control group were (80.13 ± 1.73) and the observation group (90.67 ± 1.53),while total score was (76.36 ± 2.05) and (84.21 ± 1.66) respectively.There were significant differ-ences in the training results and the total score between the two groups (P＜ 0.01).Comparing the results of teacher-student satisfaction test,89.09％ of the teachers were satisfied,98.15％ of the observation group while 94.55％ of the students were satisfied,and 98.15％ of the observation group.There was significant difference between the two groups (P＜0.05,P＜0.O1).The satisfaction of teachers and students in the observation group was significantly higher than that in the control group,and the questionnaire survey showed that more than 90％ of the students in the observation group were satisfied with the teaching effect.Conclusion The Flipped Classroom teaching based on micro-lecture could promote the students' mastery of the theoretical knowledge and practical skills of the health assessment course.
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By analyzing the different characteristics of continuous education mode of doctor - patient communi-cation at every stages and the main point of integrating this into the clinical reform teaching, this paper finally pointed that it should make continuous education mode of doctor - patient communication run through the whole pe-riod of university and continuously explore and practice the new teaching theory and method, thus to provide some practical and effective reference comments for constructing a set of complete continuous education mode of doctor -patient communication integrated into clinical practical teaching method.
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Objective To explore the application effects of three-dimensional teaching mode for clinical anesthesiology. Methods 43 students were selected into control group, who were from class one, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. 42 students were selected into observation group, who were from class two, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. The traditional teaching mode were used for the students in control group during the teaching of clinical anesthesiology, while three-dimensional teaching mode were used for the students in observation group during the teaching. At the end of teaching, the teaching results were compared between the control group and the observation group, mainly including the usual scores evaluated from an anaesthesia plan plus an anaesthesia case discussion, and the final scores. The teaching satisfaction questionnaire were used to assess the effects of two teaching methods on the students' interest in learning, the capacity of clin-ical practice, the abilities of exploring, analyzing and solving problems, etc. SPSS 17.0 software was used in statistical analysis. The students' teaching results were tested by using two independent samples t-test. The satisfactions of these teaching effects were tested by using the Chi-square test. Results The usual and final scores in the observation group were significantly higher than those in the control group [(88.1±5.1) vs. (75.3±4.2), (82.1±3.3) vs. (75.7±3.9); P<0.05]. Compared with the control group, the satisfactions of teaching effects in the observation group were higher such as to stimulate interest in learning (60.5% vs. 90.5%), to improve the abilities of self-study (30.2% vs. 83.3%) and clinical practice (51.2% vs. 85.7%), to widen the scope of knowledge (46.5% vs. 88.1%) and to cultivate the spirits of innovation (55.8% vs. 83.3%), etc (P<0.05). Conclusion During the teaching of clinical anesthesiology, the three-dimensional teaching mode has more advantages than the traditional one, which is good for improving the students' innovation and practice abilities.