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Objective:To explore the application and effect of scenario simulation teaching in ST-segment elevation myocardial infarction (STEMI) course for emergency training of "5+3" professional master.Methods:A randomized controlled trial was conducted among 48 "5+3" professional masters who would rotate in the emergency department, to compare the test results of the total and three scenes between scenario simulation teaching group ( n=24) and traditional teaching group ( n=24). The STEMI teaching was carried out through simulating the emergency room, standardized patients and first-aid simulators in the simulation teaching group, and the traditional teaching group was taught by conventional classroom teaching. After the class, "Theoretical Examination" and "Questionnaire Survey" were used to evaluate the teaching effect. The former was further divided into "first diagnosis and differential diagnosis of chest pain", "fast identification and processing of STEMI" and "rescue of cardiac arrest" for inter-group and intra-group evaluation. SPSS 20.0 was used to conduct t-test. Results:In the theoretical examination, the scenario simulation teaching group was superior to the traditional teaching group in the test of emergency processing for STEMI course [(82.38±2.41) vs . (68.00±1.95), t=4.64, P<0.001]. In the sub-analysis of scenario simulation teaching group, students in the role-play group had significantly higher scores than others in the non-role-play group [(90.50±3.04) vs . (79.67±2.79), t=2.09, P=0.049]. Scenario simulation teaching group was also superior to traditional teaching group in the "Questionnaire Survey". Conclusion:In the training and teaching of STEMI emergency processing, scenario simulation teaching group proves to be superior to traditional teaching, which deserves further promotion.
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Objective:To explore the role and effect of problem-based learning (PBL)-based scenario simulation teaching in the standardized residency training in the department of critical care medicine.Methods:A total of 48 residents who received standardized residency training in the Department of Critical Care Medicine of the First Affiliated Hospital of Soochow University from March 2019 to December 2019 were randomly divided into the experimental group and the control group, with 24 ones in each group. The experimental group used PBL-based scenario simulation teaching, while the control group adopted the traditional teaching. After the end of the teaching, the exam scores of the two groups were observed and compared. Then the questionnaire was used to analyze the differences of the results. SPSS 17.0 was used for t-test. Results:The scores of theoretical assessment (85.50±5.15) and skill assessment (82.38±5.64) in the experimental group were higher than those in the control group[(77.04±8.69) and (70.92±5.65)], and the differences were statistically significant ( P < 0.05). The experimental group was higher than the control group in improving learning interest and efficiency, improving clinical work ability, strengthening clinical thinking ability, improving teamwork ability, and improving doctor-patient communication ability, and the difference was statistically significant ( P < 0.05). Conclusion:The PBL-based scenario simulation teaching has more advantages over the traditional teaching and is worthy of promotion.
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From February 1 to April 30, 2021, 48 general practice resident physicians in the First Affiliated Hospital of Naval Medical University were randomly divided into study group and control group with 24 in each group. The common comorbidities of the community-dwelling elderly, namely diabetes, diabetic retinopathy and osteoporosis were selected as teaching cases. The residents in control group received conventional teaching, while the scenario simulation teaching model of multicomorbity co-treatment was applied for the study group. The teaching effect, satisfaction and self-efficacy scores were compared between two groups. After training, the knowledge levels, the mastery of referral indicators and the performance of fundus ophthalmoscopy in the study group were significantly better than those in the control group ( t=2.27, 6.34, 4.09; P<0.05). They were (80.96±11.27) vs. (73.96±10.09), (10.33±2.41) vs. (6.38±1.88), (70.27±10.44) vs. (63.50±7.98), and students′ satisfaction and self-efficacy evaluation were higher than those of the observation group (all P<0.05). It is suggested that the simulation teaching of multi-disease co-treatment scenario is more beneficial than the traditional teaching to improve the comprehensive care ability of standardized training physicians in general practice for patients with chronic disease.
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Objective:To explore the effect of scenario simulation teaching combined with flipped classroom teaching for nursing interns in the department of gastroenterology.Methods:A total of 40 undergraduate nurses of 2019 from the Department of Gastroenterology of Renji Hospital, Shanghai Jiao Tong University School of Medicine were selected as the control group, and 40 undergraduate nurses of 2020 were selected as the research group. The control group adopted the traditional clinical teaching mode, and the research group adopted the scenario simulation combined with flipped classroom teaching mode. After 3 months of clinical teaching, theoretical and nursing operational assessment were performed on the nurses, and questionnaire survey was used to evaluate the teaching effect of clinical nursing teaching and the satisfaction of teaching quality. SPSS 20.0 was used for t test and chi-square test. Results:The theoretical and nursing operation skills assessment scores of the research group were higher than those of the control group, and the difference was statistically significant ( P<0.001). The research group was significantly better than the control group in improving nursing operation skills, improving autonomous learning ability, improving nurse-patient communication ability, improving response ability, improving overall analysis ability, enhancing humanistic care awareness, cultivating team spirit, and cultivating clinical thinking ability( P<0.001). The satisfaction rate of the practice nurses in the study group with the scenario simulation combined with the flipped classroom teaching was 100.00%, and that in the control group with the traditional clinical teaching mode was 70.00%, with statistical significance ( P<0.001). Conclusion:Scenario simulation teaching combined with flipped classroom can improve the theoretical foundation and operational skills of practical nurses in the department of gastroenterology, and improve the clinical nursing teaching effect and satisfaction of practical nurses, which is worthy of application and promotion.
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Objective:To study the application effect of scenario simulation teaching combined with mini-clinical evaluation exercise (Mini-CEX) in the standardized residency training of general surgery.Methods:The study included in 62 trainees who had standardized residency training in the Department of General Surgery of the Affiliated Hospital of Xuzhou Medical University From July 2019 to July 2020. The subjects were randomly divided into traditional teaching group (control group) and scenario simulation teaching combined with Mini-CEX teaching group (experimental group), with 31 students in each group. The scores of the entrance examination, Mini-CEX scores and the evaluation of teaching effect were compared between the two groups. SPSS 21.0 was used to perform t test on the test scores, Mini-CEX scores and teaching effective evaluation scores of the two groups. Results:①The theoretical scores of the experimental group [(82.48 ± 6.02) points] were significantly higher than those of the control group [(77.32±6.25) points], with significant differences ( t=3.31, P<0.01). The clinical practice scores of the experimental group [(88.96 ± 2.93) points] were significantly higher than those of the control group [(80.87±5.41) points], with significant differences ( t=7.33, P<0.01). ②Mini-CEX scores of the experimental group were higher than those of the control group ( P<0.01). ③Through the teaching questionnaire, the scores of the experimental group were higher than those of the control group ( P<0.01). Conclusion:Scenario simulation teaching combined with Mini-CEX has achieved good results in the standardized residency training of general surgery, which could be used as a new clinical teaching mode.
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Objective:To explore the application value of scenario simulation teaching combined with two-way evaluation in standardized training of pediatric nursing.Methods:A total of 34 trainees who received standardized training of pediatric nursing in The First Affiliated Hospital of Air Force Medical University from March 2018 to March 2019 were selected as the control group, and another 42 trainees from April 2019 to July 2020 were selected as the study group. The control group used traditional teaching, and the study group used scenario simulation teaching combined with two-way evaluation. Theoretical examination and scenario simulation exercise examination were used to assess the theoretical knowledge and clinical practice ability of the trainees, and questionnaire survey was used to evaluate the satisfaction of the trainees with the teaching effect. SPSS 22.0 was used for t-test. Results:The scores of theoretical examination[(95.12±6.24) vs. (91.05±5.12)] and scenario simulation exercise examination (nursing practice skill operation ability, ability to combine theory and practice, clinical thinking and judgment ability, emergency handling ability, communication ability, humanistic care and professional learning ability, and work attitude) of the trainees in the study group were higher than those in the control group, and the differences were statistically significant ( P<0.05). The satisfaction evaluation of the trainees in the study group with the teaching effect was higher than that in the control group, and the difference was statistically significant ( P<0.001). Conclusion:Scenario simulation teaching combined with two-way evaluation can improve the theoretical knowledge, clinical practice ability, and teaching satisfaction of pediatric nursing trainees.
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Objective:To explore the effect of mind mapping combined with scenario simulation teaching on probation teaching of abdominal trauma.Methods:The probation undergraduates from Batch 2017 five-year clinical medicine of Air Force Medical University were selected as research objects and randomly divided into experimental group ( n=98) and control group ( n=92). The experimental group was taught by mind mapping combined with scenario simulation teaching method, while the control group was taught by traditional teaching mode. After the end of the course, the effect of teaching was evaluated from two aspects: theoretical evaluation and teaching satisfaction evaluation. SPSS 19.0 was used for t test and chi-square test. Results:The results of theoretical test in the experimental group were significantly better than those of the control group [(84.03±8.99) vs. (78.53±8.97)], and the difference was statistically significant ( P<0.05). Compared with the control group, the experimental group had obvious advantages in learning interest, teamwork awareness and clear thinking, and achieved good teaching effect. Conclusion:Therefore, this teaching model helps to improve the teaching quality and provides some reference experience.
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Objective:To explore the effects of video teaching combined with scenario simulation teaching on the maintenance skills of peripherally inserted central venous catheter (PICC) in nursing interns.Methods:A total of 70 nursing interns from June 2019 to March 2020 in our hospital were selected and randomly divided into study group and control group, with 35 cases in each group. The control group was given scenario simulation teaching, and the research group was given scenario simulation combined with video teaching. The evaluation of interns in the two groups on the teaching mode (expanding learning ideas, and improving learning initiative, communication ability, learning efficiency and operation ability), PICC catheter maintenance assessment results (theoretical scores, operational scores and comprehensive scores) and teaching satisfaction were compared between the two groups. SPSS 19.0 was used for t test and chi-square test. Results:The evaluation of the teaching mode in the research group was significantly better than that in the control group in terms of expanding learning ideas and improving learning initiative, communication ability, learning efficiency and operation ability ( P<0.05); the theoretical scores, operational scores and comprehensive scores were significantly higher than those in the control group ( P<0.05); teaching satisfaction of the research group (91.43%) was significantly higher than that (68.57%) of the control group ( P<0.05). Conclusion:Video teaching combined with scenario simulation teaching in PICC maintenance skills training of nursing interns can effectively expand learning ideas and improve learning initiative, communication ability, learning efficiency, operation ability, examination results and teaching satisfaction.
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Objective to explore the value of scenario simulation combined with PDCA cycle in the training of newly recruited staff of the radiology department. Methods thirty newly recruited members of the radiology department were selected as research subjects and received three months of training using scenario simulation combined with PDCA cycle teaching. The subjects took examinations before and after the training to estimate its effect on the their first-aid related knowledge and skills, as well as the apprehension of professional knowledge; questionnaires were used to collect the subjects' self-evaluation and their feedbacks for the training. T test was conducted using SPSS 20.0. Results the scores of first aid related knowledge, first aid instrument use, first aid skills and first aid ability after training were significantly higher, and the differences were statistically significant. After the training, the staff's performance in terms of noun explanation, problem solving and essay questions was significantly higher than that before the training, and the overall performance was significantly improved. More than 90％of the new recruits believed that scenario simulation combined with PDCA had practical effects on improving clinical practice ability , knowledge understanding, comprehensive analysis, problem solving ability and cooperative ability. More than 85％ of the subjects considered it helpful for mastering the teaching content , improving learning efficiency , developing independent learning ability and stimulating learning interest. Conclusion scenario simulation teaching combined with PDCA can improve new employee's learning interest and teaching satisfaction, and further improve doctor-patient communication ability and training effect.
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Objective To explore the effect of scenario simulation teaching method in the training of cardiopulmonary resuscitation (CPR) for junior surgical residents. Methods 133 junior residents (working life<3 years) in the author's hospital rotating Cardiac Surgery department were selected and divided into control group (n=65) and observation group (n=68), in which the control group adopted traditional classroom teaching: teacher explanation-demonstration-student practice-teacher counseling; the observation group adopted scenario simulation teaching: teacher explanation-demonstration-student practice-teacher counseling scenario simulation. Before and after training, two groups both received the CPR theory and double operation assessment , comparing the difference of assessment scores between groups before and after training . Results There was no statistically significant difference in the demographic characteristics between the two groups. The assessment scores of CPR theory and operation were improved in both groups after training, and there were significant differences (P=0.000). There were no statistically significant differences in the CPR theory and operation assessment scores between the two groups before training (P>0.05);compared with the scores of CPR operation between the two groups after training, the observation group [(84.62±3.94)] was significantly higher than that of the control group [(79.68±5.45)] and there were significant statistical differences (P=0.000), while there was no statistically significant difference in CPR theory assessment scores between the two groups (P>0.05). Conclusions Both traditional classroom teaching and scenario simulation teaching methods could improve the CPR theory and skill level of the surgical junior resident, but situa tional simulation teaching method is better than traditional classroom teaching method in improving students' CPR performance.