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Objective:To explore the practical role of reflective teaching based on Bloom's educational theory in the standardized residency training of gynecology.Methods:A total of 31 residents who participated in the standardized residency training in the Gynecology Department of Beijing Shijitan Hospital Affiliated to Capital Medical University from July 2019 to January 2020 were classified as the control group, and 33 residents who participated in the standardized training from March 2020 to September 2020 were assigned to the observation group. The control group was given routine teaching, and the observation group was given reflective teaching based on Bloom's educational theory. The theoretical test scores and skill operation test scores before and after the training were compared between the two groups, and the clinical ability and teaching satisfaction of the two groups of residents were compared. SPSS 25.0 was used for t-test and Chi-square test. Results:After the standardized training, the scores of theoretical examination [(88.78±5.69) vs. (84.56±5.23)] and skill operation test [(89.37±5.75) vs. (85.22±5.34)] in the observation group were higher than those in the control group, with statistically significant differences. After the standardized training, the team cooperation ability, diagnosis and treatment technology operation ability, problem analysis and solving ability, clinical thinking ability and doctor-patient communication ability of the observation group were higher than those of the control group, and the differences were statistically significant. After the standardized training, the satisfactions with teaching mode, stimulating learning interest, improving self-study ability, improving diagnosis and treatment thinking ability, and improving problem analysis and solving ability in the observation group were higher than those in the control group, and the differences were statistically significant.Conclusion:Reflective teaching based on Bloom's educational theory can improve the professional theoretical knowledge level, clinical operation level, clinical ability and satisfaction of the gynecological residents, and help them to adapt to the clinical work faster.
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Objective:To explore the effects of SOAP (subjective objective assessment plan) case recording method by reflective teaching combined with the framework of International Classification of Functioning-Children and Youth Version (ICF-CY) in rehabilitation therapy practice.Methods:Interns of rehabilitation therapywere randomly divided into ICF-CY record group taking the case recording method of reflective teaching combined with the framework of ICF-CY and traditional record group taking traditional SOAP case recording method for children with cerebral palsy. After the internship, examination based on the clinical analysis and assessment of cases records and questionnaire survey were conducted among the two groups of interns. SPSS 20.0 was used to conduct t test and chi-square test. Results:The scores based on the clinical analysis and assessment of the ICF-CY record group were higher than those of the traditional record group. The questionnaire showed that interns' satisfaction of the SOAP case recording method by reflective teaching combined with the framework of ICF-CY was superior to the traditional SOAP case recording method ( P<0.001). Conclusion:The SOAP case recording method by reflective teaching combined with the framework of ICF-CY can improve interns' abilities of clinical case analysis, stimulate their self-learning abilities, and help to cultivate their thinking of clinical diagnosis and treatment.
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Objective:To analyze the effect of using reflective teaching method based on quality feedback in clinical teaching of hemodialysis.Methods:From January 2019 to May 2020, 76 hemodialysis interns from West China Hospital of Sichuan University were selected and randomly divided into 2 groups. The routine group interns were taught by routine clinical teaching, and the observation group was taught by the reflective teaching based on quality feedback. The teaching time last 3 months. The thinking ability of the two groups before and after teaching and the satisfaction of the interns with the clinical teaching mode were compared. SPSS 22.0 was used for t test and χ2 test. Results:The theoretical and practical assessment scores of the observation group were higher than those of the routine group ( P<0.05). After teaching, the scores of the two groups were all increased in the dimensions of truth-seeking, analytical ability, open thinking, systematic ability, confidence in critical thinking, cognitive maturity and curiosity. And the scores of the above dimensions of the observation group were higher than those of the routine group ( P<0.05). There were significant differences in the satisfaction distribution of the two groups of interns with the clinical teaching mode, and the total satisfaction rate of the observation group was higher than that of the routine group ( P<0.05). Conclusion:The implementation of reflective teaching based on quality feedback in clinical teaching of hemodialysis can improve the teaching effect, enhance the thinking ability of interns, and improve their satisfaction with the clinical teaching model.
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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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Nationally and internationally,there is an growing emphasis on formative assessment for medical education.Teachers are enabled to apply the reflective teaching methods in their classes through careful theoretical trainings and practical guidance.By the application,shortcomings of students are found effectively,so that teachers can adjust their teaching plans and reach a higher teaching quality.
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Introduction ofthe reflective approach improves the teachingqualityoflecturers by way of reflecting on their teaching idea,design and mode,and promotes the learning of students by way of inspiring discussion,PBL and health instruction practice.