ABSTRACT
The teaching effect of "process management and evaluation" was assessed in resident standardization training plan in acupuncture-moxibustion department of hospital for postgraduates of non-acupuncture-moxibustion speciality. A total of 120 postgraduates of non-acupuncture-moxibustion speciality participating in resident standardization training were randomized into an observation group (60 cases) and a control group (60 cases, 1 case dropped off). In the control group, the conventional training mode was used. In the observation group, the "process management and evaluation" was adopted, in which, the syllabus was refined, various teaching modes were cooperated and the summary was conducted once a week. The training results were evaluated at the end of 1-month shift test and questionnaire was issued in all of the postgraduates of the two groups. In the observation group, the score for theory and the score of each of the items for technical ability, named differentiation and treatment, technical manipulation and physician-patient communication, as well as the total score were all higher than the control group successively (
Subject(s)
Humans , Acupuncture , Acupuncture Therapy , Hospitals , Moxibustion , Reference StandardsABSTRACT
Objective The blending instructional teaching mode was used in the obstetrical resi-dent standardization training course and the effect was evaluated. Methods 36 resident physicians who attended obstetrical resident standardization training were chosen as blending instructional teaching group and traditional teaching group, 18 physicians per group. The physicians of blending instructional teaching group received blending instructional teaching mode, which included the obstetrical MOOC and Flipped Class, while the traditional teaching group only took part in the clinical management ruled by the hospital. Staging examination was performed according to the resident physician culture curriculum. Descriptive statistics, t test and chi-square test were performed by SPSS 21.0 lines. Results The average score of theory examination [(93.21±5.40) vs. (81.32±7.10)], practical skill [(89.75±4.70) vs. (68.96±8.20)] and clinical intellectual [(88.64±9.30) vs. (75.88±9.70)] in the blending instructional teaching group was significantly higher than that in the traditional teaching group (P<0.05). The physicians' satisfaction rate of manipulative ability in the blending instructional teaching group was significantly higher than that in the traditional teaching group (72.22% vs. 16.76%), which had statistical significance ( χ2=16.74, P=0.003); The physi- cians' satisfaction rate for the tutor in the blending instructional teaching group was significantly higher than that in the traditional teaching group (83.30% vs. 11.11%), which had statistical significance ( χ2=21.67, P=0.000). Conclusion The blending instructional teaching mode adapts to the development trend of teaching , and improves the effect of obstetrical resident standardization training course.
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A total of 60 non-acupuncture master postgraduates were divided into control class and experimental class randomly, 30 postgraduates in each class. The control class was taught by traditional teaching methods and experimental class was taught by new teaching methods. The test was conducted after one month later. All the scores were analyzed by SPSS17.0. The result showed that the oretical score ,the practical score and disease recognition rates in the experimental class were significantly higher than those in the control class (P<0.05). The questionnaires showed experimental class had obvious advantage than control class (P<0.05). The new teaching methods of acupuncture has obvious advantage than traditional teaching methods and can provide a new way for teaching acupuncture during resident standardization training.
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Under the background of dual-track training mode, the current clinical program of professional master's graduate education lacks complete and unified content and requirements. We set out a unified teaching scheme of subspecialty, in the main subject acupuncture. We identified the teaching management and innovated the teaching and examination methods in the scheme. Our research gradually formed a multidisciplinary talents training system, as the foundation of developing the standardization training. This method could help to cultivate qualified graduates as the high quality talents for the national medicine development.
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'Social beings' model of standardized training program for residents in Shanghai is one of the important measures in the health care reform. According to the requirements of the standardized training of residents in thoracic surgery, the article preliminarily explored the standardized training model for residents from four aspects such as individualized treatment of different professional backgrounds, focus-ing on the training needs of residents with different starting point of social beings, developing training programs for different training time and combining the master's degree graduate education. And based on the characteristics of thoracic surgery, it also summed up the past experience and explored the clinical practice teaching.
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Objective To explore the application of clinical teaching unit (CTU) in the process of pediatric resident standardization training. Method From August 2015 to December 2015, trainers in the department of neonatology were randomly divided into the experimental group and the control group; two groups had the same basic training plan and the same training time. The experimental group needed to par-ticipate in CTU activities outside the rule training plan. Trainers of the experimental group were evaluated by the formative evaluation method, and the theoretical assessment and questionnaire survey were carried out at the end of training. SPSS 18.0 was used for t test. Results The ability of clinical thinking of the experimental group trainers in the practice of CTU was improved, and the scoring rate rose from 57.0％ to 85.7％; the test scores of experimental group had different increase, in which case analysis reflected the ability of clinical thinking was significantly higher than the control group (P<0.05). Conclusion CTU can improve the trainers' independent clinical thinking and other abilities, and gradually help them complete the transition from medical students to physicians.
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Orthopaedic rehabilitation is an important part of rehabilitation resident standardization training, that is complex and unique. Introduction of the discipline, as well as optimizing teaching methods, clinical practice and test are very important for a satisfactory out-come, such as combination of theory and practice, and systematical rehabilitation procedures, principles and operation.
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Mastering peripheral nerve block technique is a basic requirement for residents stan-dardization training. Ultrasound-guided nerve block has broken through the limitation of traditional blind operation, promoted the quality and safety of anesthesia, and improved the quality of the peripheral nerve block teaching. However, the safety of ultrasound-guided nerve block technique must be based on the speci-fication training. In the teaching experience, we have used theoretical study, simulation training and clinical practice to explore a new method for upgrading the quality of resident doctor training.
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Objective By taking cardiopulmonary resuscitation (CPR) resident standardization training skills practice as an example,to explore how to improve the ability of resident operating on the clinical skills.Methods 58 resident physicians in the hospital standardized training were selected,and through training and assessment of cardiopulmonary resuscitation skill training,the result was compared,and statistical analysis was made on the overall pass rate,the performance after the training,and the pass rate of operation.Result Comparison of the data was done by the t test,and pass rate by chi square result 48 people passed the training and examination,and the pass rate was 82.76％.The operation scores before and after training were:General (78.5 ± 6.44) vs.(89.2 ± 6.12),Department of gynecology and Obstetrics (74.3 ± 6.54) vs.(87.0 ± 6.34) of (70.6 ± 6.78) vs.(87.3 ± 6.31),rehabilitation medicine (70.2 ± 6.81) vs.(85.6 ± 6.77),Department of Stomatology (69.80 ± 7.07) vs.(82.80 ± 6.89),psychiatric (69.4 ± 7.19) vs.(80.4 ± 6.91),Department of medical imaging (69.30 ± 7.20) vs.(78.80 ± 6.94),(64.00 ± 7.25 test vs.) (76.5 ± 6.99),and the differences were statistically significant.After the training,the average score of the general professional training was 89.2,the highest score,while the average score of students trained in professional inspection department was 76.5 points,the lowest score.Chest compressions and artificial respiration,electrode plate installation project operation were the worst.Students pressed 80 times/min before but now increased to 90 seconds;as for artificial respiration,students often extended more than 30 seconds;the electrode plate installation project operation,extended more than 25 seconds.Conclusion The pass rate of different professional training and the performance before and after professional training have differences,so theory and practice need to be combined to carry out scientific and reasonable training so as to improve the train-ing residents' clinical skills.
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Pathology rotation is an important part in resident standardization training. Impor-tance should be attached to the residents' learning during the standardization training in Pathology De-partment, such as standardizing training and strict departmental rotation examination, developing the residents' thinking ability of the relationship between clinical and pathology with the main line of spe-cialty pathology learning , and improving clinical research capacity through pathology technical methods and principles, and training pathology literacy from pathology requisition filled to interpreta-tion of the pathology report, which will also help to improve the medical service quality of the hospital.