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Objective:To explore application of mixed teaching platform in the clinical practice teaching of the laboratory medicine in Children's hospitals.Methods:We constructed a mixed online and offline teaching platform based on the Laboratory Quality Management System (LQMS) in the Children's Hospital of Chongqing Medical University. The undergraduates from Batch 2016 ( n=15) and Batch 2018 ( n=12) of College of Laboratory Medicine of Chongqing Medical University were taken as control group and experimental group respectively. Traditional teaching method was adopted by the control group, and the mixed teaching method was adopted by the experimental group. The results of two groups' clinical practice assessment, rate of outstanding students (total score ≥ 90) and rate of satisfaction (score ≥ 90) were compared to evaluate the teaching effect. SPSS 17.0 was used to conduct t-test and Chi-square test. Results:The database of teaching platform includes 68 teaching cases, 198 pieces of courseware, 305 clinical cases and 3 036 atlases. The test bank has accumulated 4 657 tests, covering clinical laboratory, immunology, biochemistry, microbiology and blood transfusion. The results of students in experimental group were significantly better than those of the control group [the score of clinical practice assessment: (85.90±5.04) vs. (78.90±6.75)( P<0.05); rate of outstanding students: 33.3% (4/12) vs. 6.7% (1/15), P>0.05; rate of satisfaction: 86.7% (13/15) vs. 100.0% (12/12) ( P>0.05). Conclusion:The mixed online and offline teaching platform based on the LQMS is highly recognized by students and can significantly improve the effect of clinical practice teaching, which can provide typical medical case teaching at any time and make up for limited case type in children's hospital.
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Practice teaching is an important link in the training of public health talents in colleges and universities. At present, there are still some problems in the education of public health and preventive medicine in the colleges and universities in China, such as attaching greater importance to theory than to practice and weak training of practical skills among students. In view of this situation, a public health practice teaching model of "internal-external interactions" has been constructed in Dalian Medical University with focuses on the following aspects: ①experiments in the university are optimized based on social needs; ②the practice base outside the university is expanded based on the teaching in the university; ③"internal-external interactions" are adopted to enhance practice training and improve post competence. The teaching practice shows that the implementation of the teaching model of "internal-external interactions" can help to improve practice teaching ability, promote the improvement in the training quality of public health talents, and meet the social demand for application-oriented professionals.
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Objective:To explore the application value of case-based learning (CBL) combined with role-playing mode in clinical practice teaching for international students in department of dermatology.Methods:International students from Batch 2013 and Batch 2014 of MBBS (Bachelor of Medicine and Bachelor of Surgery, MBBS) Program of Sichuan University were recruited and divided into study and control group respectively. CBL combined with role-playing mode and traditional lecture-based learning (LBL) was adopted in the study group. The control group adopted the traditional LBL only. The points of knowledge gain, degree of interest inspiration, analytical ability and communication skill were assessed within the study group by questionnaire, meanwhile the final-test scores were compared between the study and control groups. SPSS 17.0 was used for t test, and signed rank-sum test of paired design was used for comparison. Results:Within the study group, the points of knowledge gain, degree of interest inspiration, analytical ability and communication skill for CBL combined with role-playing mode[95 (91,100)] were significantly higher than those of LBL [84 (78, 100)], and the final-test scores were significantly higher in study group [(90.23±4.78) points] than those in control group [(82.51±7.57) points] ( P<0.05). Conclusion:Clinical practice teaching for international medical students can be improved with the CBL combined with role-playing mode based on traditional LBL, which is worthy of widely application in future clinical education.
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Objective:To observe the application effect of simulation medicine teaching in clinical practice teaching of respiratory department.Methods:A total of 96 five-year undergraduate students of clinical medicine specialty from Batch 2018 were randomized into in two groups in average. The traditional teaching group conducted bedside teaching according to traditional teaching outline, and the simulation medicine group used simulated medical teaching method. The performances of theoretical knowledge and skill operations and the teaching satisfaction with the department were evaluated between the two groups. SPSS 22.0 was used for t test and chi-square test. Results:There was no significant difference in theoretical knowledge between the two groups, but the results of skill operation test and satisfaction with the department of the simulation medicine group were significantly better than those of the traditional teaching group, and the difference was statistically significant [(80.92±5.99) vs. (87.71±4.95), P<0.050; χ2=26.14, P<0.05]. Conclusion:Simulation medicine teaching is better than traditional teaching in clinical practice teaching of respiratory department, which can improve students' clinical skills and operation level, cultivate good clinical thinking for students, and improve their learning interests.
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Objective:To explore the effect of multiple intelligences theory combined with the analysis, design, development, implementation, and evaluation (ADDIE) model in surgical clinical practice teaching.Methods:A total of 100 residents trained in Department of Gastrointestinal Surgery of Heping Hospital Affiliated to Changzhi Medical College from July 2019 to April 2020 were randomly divided into the control group ( n=50) and the observation group ( n=50). The control group used the ADDIE model, and the observation group adopted the multiple intelligences theory combined with the ADDIE model. The teaching assessment of the two groups was compared, and the core competence, critical thinking ability, self-evaluation, and teaching satisfaction of the two groups were evaluated. SPSS 22.0 was used for Chi-square test and t-test. Results:The scores of basic knowledges of gastrointestinal surgery, surgical clinical thinking and case analysis, routine skills and operations, and the total scores in the observation group were higher than those in the control group ( P<0.05). The scores of professional knowledge and skills, patient safety and rights, scientific research and academic ability, professional ethics, teamwork, personal and professional development ability in the observation group were higher than those in the control group ( P<0.05). While, there was no significant difference in the mastering of knowledge between the two groups ( P>0.05). The four dimensions of learning interest, self-learning ability, innovation ability, and clinical thinking establishment in the observation group were higher than those in the control group ( P<0.05). Conclusion:Multiple intelligences theory combined with ADDIE model in surgical clinical practice teaching can improve the teaching assessment results, significantly enhance the core competence, stimulate the learning interest, cultivate the self-learning ability and innovation ability of residents, and help them to establish clinical thinking ability.
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Objective:To explore the application effect of massive online open course (MOOC) + case-based learning (CBL) in SPECT/CT practice teaching of nuclear medicine.Methods:Twenty-nine interns of nuclear medicine SPECT/CT in Xiaogan Hospital Affiliated to Wuhan University of Science and Technology from January 2020 to October 2020 were selected as the research group and received MOOC + CBL teaching. Taking 31 interns from January 2019 to October 2019 as the control group, and the traditional teaching method was conducted. At the end of the internship, the students' theoretical and operational skills were assessed. Their learning motivation and thinking ability were evaluated by using the study process questionnaire (SPQ) and the Chinese version of California critical thinking disposition inventory (CTDI-CV), and the two groups' satisfaction with teaching was compared. SPSS 22.0 was used for Chi-square test and t-test. Results:The results of theoretical knowledge, PET/CT case analysis and image diagnosis in the study group were higher than those in the control group ( P<0.05). The total scores of surface motivation, deep motivation and SPQ in the study group were higher than those in the control group ( P<0.05). The self-confidence scores of open mind, analytical ability, systematization ability, and critical thinking and CTDI-CV total scores of the study group were higher than those of the control group ( P<0.05). The study group was more satisfied with the teaching and the enhancement of self-study ability than the control group ( P<0.05). Conclusion:MOOC + CBL teaching for nuclear medicine SPECT/CT interns can improve their examination results, learning motivation and thinking ability, and also enhance their self-study ability.
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Objective:To explore the application value of problem-based learning (PBL) based on production-oriented approach (POA) theory in clinical practice teaching in department of hand and foot surgery.Methods:A total of 112 interns from the Department of Hand and Foot Surgery in Affiliated Hospital of Jining Medical University from January 2019 to October 2020 were randomly divided into control group and observation group, with 56 interns in each group. The control group was taught by PBL teaching, and the observation group was taught by PBL teaching based on POA theory. The two groups of interns were compared in terms of the evaluation of teaching effect, the statistics of errors in practice assessment, the assessment scale of independent learning ability, the career maturity inventory attitude scale, and the satisfaction of interns with their teachers. SPSS 25.0 was used for Chi-test and t-test. Results:The teaching effect and the satisfaction of interns with the teacher in the observation group were better than those of the control group ( P<0.05); the error rate of unskilled physical examination and the error rate of poor aseptic debridement concept in the observation group were all lower ( P<0.05); there was no significant difference in the error rate of irregular writing of medical records, the error rate of lack of medical history collection, and the error rate of communication errors between the two groups ( P>0.05). After teaching, the scores of independent learning ability and career maturity inventory attitude scale in the observation group were higher than those in the control group ( P<0.05). Conclusion:The PBL teaching based on POA theory has a good effect in the clinical practice teaching in the department of hand and foot surgery, and it is worthy of further promotion.
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Objective:To analyze the effect of behavior-oriented teaching in the teaching of pediatric nursing interns.Methods:A total of 63 pediatric nursing interns from March 2018 to December 2019 were selected as research objects. According to their admission, they were divided into control group ( n=31) and observation group ( n=32). The control group was taught by routine nursing teaching, and the observation group was taught by behavior-oriented teaching. After one month of intervention, the mastery of professional knowledge and the core competence of nursing interns were compared. Fatigue scale (FS-14) and mental health symptom checklist 90 (SCL-90) were used to evaluate their clinical nursing stress. SPSS 22 0 for t test and chi-square test. Results:The scores of nursing interns in the observation group were higher than those in the control group [(88.29±10.42) vs. (82.56±9.03)], with statistically significant differences ( P<0.05). After learning, the score of core competency inventory for registered nurse (CIRN) of nursing students in the observation group was higher than that in the control group ( P<0.05). After learning, the scores of FS-14 and SCL-90 in the observation group were lower than those in the control group, and the difference was statistically significant ( P<0.05). Conclusion:The application of behavior-oriented teaching can improve the professional knowledge and nursing skills of pediatric nursing interns, improve their core competence, alleviate their work pressure, and improve the quality of nursing teaching.
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Objective:To explore the role of individualized teaching method based on failure mode and effect analysis (FMEA) in the teaching of rotation interns in operating room.Methods:Twenty-three operating room rotation interns received by Zhongnan Hospital, Wuhan University from February 2019 to September 2019 were selected as the control group, and another 23 operating room rotation interns received from October 2019 to May 2020 were selected as the research group. The control group adopted the conventional teaching method, while the research group adopted the individualized teaching method based on FMEA. The theoretical knowledge and practical operation examination results before and after teaching, self-directed learning ability before and after teaching and teaching satisfaction of interns after teaching were compared between the two groups. SPSS 25.0 was used for t test, chi-square test and rank sum test. Results:After teaching, the scores of theoretical knowledge [(91.13±6.35) vs. (84.26±5.94)] and practical operation [(89.39±5.45) vs. (79.78±5.65)], self-directed learning ability of each dimension and total scores [(280.63±23.39) vs. (248.17±20.68)] of the two groups were higher than those before teaching, and the scores of theoretical knowledge and practical operation, self-directed learning ability of each dimension and total score of the research group were higher than those of the control group ( P<0.05). After teaching, the satisfaction scores on the professional quality of the teachers, the rationality of the teaching mode and the effectiveness of the teaching mode of the interns in the research group were higher than those in the control group ( P<0.05). Conclusion:In the teaching of rotation interns in operating room, the individualized teaching method based on FMEA can not only improve the examination results of interns, enhance their self-directed learning ability, but also improve their teaching satisfaction.
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Objective:To explore the application of engage-study-activate (ESA) flipped classroom combined with small private online course (SPOC) teaching in the practice teaching of rehabilitation medicine.Methods:A total of 87 students who practiced in the department of rehabilitation medicine from January 2018 to October 2020 were divided into control group ( n=43) and observation group ( n=44). The control group used routine teaching, and the observation group used ESA flipped classroom combined with SPOC teaching. The individual assessment results and team assessment results of the two groups of interns were compared, and the evaluation of teaching effect and the recognition of interns were analyzed. SPSS 22 0 was performed for chi-square test and t test. Results:The scores of medical history collection, specialized physical examination, treatment methods, individual assessment, humanistic communication, participation and team assessment in the observation group were better than those in the control group ( P<0.05). There was no significant difference in auxiliary examination score, diagnosis score and teamwork score between the two groups ( P>0.05). The scores of learning efficiency, classroom interaction ability, autonomous learning ability, combination of theory and practice, mastery of basic knowledge, clinical innovative thinking ability and teamwork ability in the observation group were higher than those in the control group ( P<0.05). The recognition of teaching in the observation group was 97.73% (43/44), which was higher than 81.40% (35/43) in the control group. Conclusion:ESA flipped classroom combined with SPOC teaching can improve the individual assessment results and group assessment results of interns, improve the educational environment, and its teaching effect is better than conventional teaching methods, which can improve the recognition of interns, so it has important application value in medical teaching.
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Objective:To evaluate the teaching effect of organ system based learning model on undergraduate clinical practice teaching of anesthesiology.Methods:Thirty-five undergraduates of Batch 2013 who practiced in the Department of Anesthesiology, The First Affiliated Hospital of Chongqing Medical University (round 2) were enrolled as the control group; another 27 undergraduates of Batch 2014 were enrolled as the experimental group. The examination before entering the department evaluated the basic knowledge levels of the two groups. The control group was given the traditional practice teaching mode, while the experimental group was given the practice teaching mode based on organ system. The teaching effect of the organ system based learning model on the practice of department of anesthesiology was evaluated by the examination after the practice and questionnaire survey on students. SPSS 19.0 was used for data statistics and t test was conducted for analysis. Results:There was no significant difference in gender, age and admission education performance between the two groups ( P=0.168, 0.592, 0.750). In the quality and analysis scores of the medical records, the review defense scores, and the theoretical scores, the average scores of the experiment group were all higher than those in the control group ( P=0.021, <0.001, <0.001) at the end of the practice; there was no significant difference in operational exam between the two groups ( P=0.106). The results of questionnaire survey showed that the average scores of the experiment group in the satisfaction of learning mode, teaching efficiency, education and teaching level and teaching information were all higher than those in the control group ( P<0.001, <0.001, <0.001, <0.001); there was no significant difference between the two groups in students' learning efficiency and inspiration ( P=0.778, 0.104). Conclusion:The organ system based learning model in undergraduate clinical practice teaching of anesthesiology has significantly improved the education quality, the theoretical achievement and comprehensive ability of interns.
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Strengthening the training of communication ability between doctors and patients of clinical interns in the department of cardiovascular internal medicine, improving the communication ability between doctors and patients of interns, and reducing the occurrence of medical disputes are the key links in training qualified professionals of cardiovascular medicine. Strengthening the pre-job training of interns can stimulate the enthusiasm of interns to improve the communication ability between doctors and patients. Improving the teaching mode of internship will cultivate the communication ability of students and the application ability of professional knowledge in practice. Guiding students to strengthen the training of communication skills will constantly accumulate the experience and lessons of communication between doctors and patients in clinical practice. Enhancing the management supervision will attach importance to the operation test of communication skills between doctors and patients. Using new media technology will establish a platform for communication and information sharing between doctors and patients. Through the above measures, better clinical teaching effect can be achieved in the process of strengthening the communication ability between doctors and patients.
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Objective:To explore the role of one-to-one tutorial system combined with reflective teaching method in the teaching of clinical nurses in intensive care unit (ICU).Methods:A total of 21 nurses who practiced in ICU from March 2019 to October 2019 were set as the control group, and 21 nurses who practiced in ICU from December 2019 to July 2020 were set as a research group. The control group adopted traditional teaching, and the research group adopted the tutorial system combined with reflective teaching. The theoretical and technical performance assessment results, professional self-efficacy before and after teaching, and clinical comprehensive ability before and after teaching were compared between the two groups. SPSS 26.0 was used for t test χ2 test, and rank-sum test was used for rank distribution. Results:After teaching, there were significant differences between the two groups in the grades distribution of theoretical and technical operation examination results ( P<0.05). The excellent and good rate of theoretical and technical operation examination in the study group were higher than those in the control group ( P<0.05). Before teaching, there was no significant difference in the scores of job responsibility and education requirements in professional self-efficacy scale and clinical comprehensive ability (observation ability, communication ability, health education ability, humanistic care ability, emergency response ability, professional knowledge, accurate execution of doctor's advice and coordination ability with doctors) between the two groups ( P > 0.05). After teaching, the scores of professional self-efficacy scale and clinical comprehensive ability of nursing students in the two groups were significantly increased ( P<0.05). The scores of professional self-efficacy scale and comprehensive ability of nursing students in the study group after teaching were higher than those in the control group ( P<0.05). Conclusion:The application of one-to-one tutorial system combined with reflective teaching method can significantly improve the professional self-efficacy of nursing students, improve the teaching effect, and improve the clinical comprehensive quality of nursing students.
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Due to the problems of language barriers and cultural differences existing in the current clinical practice teaching activities of overseas students, this study proposes to divide the oversea students and Chinese students into bilingual mixed groups in the ward rounds teaching. Through the selection of typical cases and the application of flipped classroom, the Chinese and English versions of learning materials related to disease are provided to the interns for learning in advance, and the oversea students and Chinese students are requested to complete the history and auxiliary examination data collection in Chinese and English in cooperation, and then the teacher leads the group to carry out ward rounds teaching, including bedside English history report, physical examination, case analysis, discussion and summary, so as to improve the participation enthusiasm of overseas students and also improve the teaching effects.
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Objective:To evaluate the effect of combined teaching of optical laryngoscope and general laryngoscope on anesthesia undergraduate practice.Methods:A total of 40 anesthesia undergraduate students were randomly divided into group A (using the optical laryngocope only in the first month and the general laryngoscope only in the second month, n=20), and group B (using the general laryngocope only in the first month and the optical laryngoscope only in the second month, n=20). The teaching effect was evaluated through the first month and the second month of tracheal intubation assessment and questionnaire survey results. SPSS 23.0 was used for t test and chi-square test. Results:In the first month, the success rate was 90% in group A and 60% in group B, which showed that the success rate of group B was lower, with significant differences ( P < 0.05). The time for tracheal intubation in group A was (61.8±5.0) s, and that in the group B was (83.0±4.9) s, showing that the time of group B was longer, with significant differences ( P < 0.05). The complications in group A was 5%, and that in group B was 14%, showing that the group B had more cases of implications, with significant differences ( P < 0.05). In the second month, there was no significant difference in the one-time success rate, the time for tracheal intubation, and complications between the two groups ( P > 0.05). There was no significant difference in one-time success rate and complications between groups. Both groups showed that the time for general laryngoscope intubation was longer, with significant differences ( P < 0.05). All of the students believed that applying optical laryngoscope teaching was beneficial and could enhance the interest of learning, and the combination of the two methods was better. Conclusion:Using the optical laryngoscope first and then the general laryngoscope teaching is more beneficial for students to master the two methods of tracheal intubation, improve the success rate, reduce complications, and cultivates their self-confidence.
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Objective:To explore the role of clinical pathway teaching in the practice teaching of respiratory medicine.Methods:A total of 51 intern students in the Department of Respiratory Medicine from January 2019 to June 2020 were selected as the research objects, and they were divided into a control group (25 cases) and a study group (26 cases). The control group adopted traditional clinical teaching, and the research group adopted clinical path teaching; the two groups' assessment results, comprehensive quality scores and satisfaction evaluations were compared respectively. SPSS 22.0 was used for t test and chi-square test. Results:In terms of evaluation results: including theoretical knowledge, case analysis, practical ability, and coping ability, the study group was higher than the control group, with significant differences ( P<0.05); in comprehensive quality: including the improvement of learning interest, the scores in 6 aspects, including expanded knowledge, professional diagnosis and treatment level, self-study ability, clinical thinking ability, teamwork ability, etc., were higher in the study group than in the control group, and the difference was statistically significant ( P<0.05); the number of people satisfied with the teaching in the study group was more than the control group. Conclusion:The role of clinical pathway teaching in the practice teaching of respiratory medicine is better than that of traditional teaching. By clarifying the teaching objectives and standardizing the teaching process, it can effectively improve students' assessment scores, overall quality and teaching satisfaction, which is worthy of further promotion.
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Objective:To evaluate the effect of film reading of the case based on flipped classroom in the teaching of medical imaging interns.Methods:Forty undergraduates majoring in medical imaging technology in Kangda College of Nanjing Medical University were selected as the research objects, and they were randomly divided into group A (experimental group) and group B (control group). The flipped classroom teaching of imaging performance of "basic chest lesions" was conducted respectively in the two groups, and group A conducted film reading of the case on the flipped classroom. The scores of written test and film reading of the two groups were compared, and the differences of students' subjective feelings were analyzed by questionnaires. SPSS 20.0 was used for chi-square test and t test. Results:The scores of written test and film reading in group A [(87.32±8.11) points and (85.54±5.23) points] were higher than those in group B [(81.20±9.76) points and (79.03±6.01) points], with statistical significance ( P<0.05). The seven subjective evaluations of group A were higher than those of group B, with statistical significance ( P<0.05). Conclusion:Film reading of the case based on flipped classroom can stimulate students' interest in learning and cultivate their clinical practice ability and critical thinking, which is an effective teaching mode.
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Biochemistry is an important fundamental course of biology related majors, and has the characteristics of speedy development, massive information, sound theoretical basis and feasible applicability. It is difficult for students to learn well in the process of teaching. In addition, the experimental course lacks integrity, comprehensiveness and design experiments. Under the guidance of outcome-based education (OBE) concept, we established a multi-dimensional teaching reform system through theoretically and practically introducing of various teaching methods, online courses, bilingual teaching, stronger practical teaching and optimized assessment mode. The teaching reform system could effectively allow students to change from "passive learning" to "active learning" through activating learning enthusiasm, resulting in cultivated innovation ability. This system could play very important role in promoting quality of talent training of colleges and universities.
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Humans , Biochemistry/education , China , Learning , Students , Universities/trendsABSTRACT
Objective To explore the application value of comparative imaging combined with multimedia teaching in the five-year undergraduate intemship teaching of nuclear medicine.Metbods 70 undergraduates internship in the nuclear medicine department of our hospital from June 2017 to February 2018 were divided into the control group and experimental group,35 in each group.The control group adopted traditional teaching method,and the experimental group adopted comparative imaging combined with multimedia teaching for internship teaching.The theoretical test scores,the evaluation of the self-perception of the teaching process and the teaching feedback of the two groups were compared.Results The theoretical test scores of the experimental group students were significantly higher than those of the control group,including the noun explanation [(26.60 ± 0.51) vs.(22.20 ± 0.58)],the short-answer question [(26.80 ± 0.37) vs.(22.40 ± 0.60)],the essay question [(36.00 ± 0.71) vs.(27.40 ± 1.03)] and total score [(92.40 ± 0.93) vs.(71.80 ± 0.37)].The satisfactions with the evaluation of the self-perception in the teaching process and the teaching feedback in the experimental group were also much better than those of the control group.Conclusion The application of comparative imaging combined with multimedia teaching in the practice teaching for undergraduate students in nuclear medicine could effectively improve the clinical practice teaching quality and actively promote the development of the teaching of nuclear medicine.
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Medical Laboratory Technology now belongs to the first-level discipline of medical technology and focuses on the cultivation of technical talents.At present,there are some problems in this professional education,such as emphasizing theoretical knowledge teaching,neglecting practical skills training,weak practicability of some courses and graduates' lack of professional quality.In this study,we have combined "Teaching,Clinical and Scientific research" together.By improving the teaching staff,increasing the proportion of experimental courses,clinical skills and scientific research training,relying on "verification-synthesis-design" experiments,laboratory opening and undergraduate scientific research competitions,we have carried out professional personnel training,and have achieved better educational results,which is also helpful to the development of laboratory discipline.