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Objective:To explore the application effect of progressive case teaching method based on core competency in standardized nursing training.Methods:A total of 63 nursing students rotated in department of neurosurgery from June 2020 to June 2022 were selected as the research objects and randomized into experimental group ( n=31) and control group ( n=32). The experimental group adopted the progressive case teaching method based on core competency, and the control group adopted the conventional teaching mode. The data was analyzed using SPSS 26.0 to conduct t-test or non-parametric test based on the data normality for comparing the theory results, objective structure clinical examination (OSCE) scores, core competency, self-directed learning ability scores, teaching satisfaction and nursing satisfaction of patients in two wards between the two groups. Results:The theoretical results ( t=4.74, P<0.001) and OSCE scores ( t=3.81, P<0.001) of the experimental group were better than those of the control group. The scores of core competency and autonomous learning ability ( t=4.32, P<0.001) of the experimental group were better than those of the control group. The teaching satisfaction score ( t=2.21, P=0.044) and patient satisfaction score ( t=2.92, P=0.011) of the observation group were better than those of the control group. Conclusion:The progressive case teaching method based on core competency can improve the post competency of nurses, and also improve the teaching satisfaction rate and patient satisfaction rate, which is worthy of being carried out in the subsequent teaching activities.
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Based on the in-depth analysis of the defects of the existing traditional chair-side teaching and simulation examination for the oral residency training students, this paper designs an online typical case teaching module for teaching practice. After the teaching, the examination results reveal that the use of online teaching tool can improve the clinical thinking and decision-making ability, and strengthen the clinical thinking process. The questionnaire results show that most residents are satisfied with the online teaching. All in all, the online teaching mode in this study is conducive to increasing the breadth and depth of case teaching, facilitating the process and visualization of clinical thinking, and improving the clinical decision-making ability of the typical cases of the residency training students, so as to achieve the goal of training residents with great post competences.
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In view of the problems existing in the probation teaching of obstetrics and gynecology, such as patients' non-cooperation, few cases and few practical opportunities. This study discusses the application effect of case teaching based on "Rain Classroom" and standardized patients in the obstetrics and gynecology probation course. The teaching is carried out by carefully selecting cases, refining pre-class preparation, adopting various teaching forms, and carrying out evaluation after class. In order to evaluate the teaching effect, an anonymous survey was carried out among 330 undergraduate interns majoring in clinical medicine, prevention, and forensic medicine in Batch 2015. The results showed that 210 (93.8%) of 224 (67.9%) students who participated in the survey believed that this method could promote learning enthusiasm and 200 students (89.3%) thought it could activate classroom atmosphere more than traditional teaching; most students thought it improved students' communication ability (163, 72.8%), clinical practice ability (189, 84.4%), and ability to analyze and solve problems (171, 76.3%) and deepening the understanding, mastery and application of knowledge (158, 70.5%). It shows that this method can improve the teaching effect of obstetrics and gynecology probation course to a certain extent.
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The "new engineering" concept requires that in addition to laying a solid professional foundation, engineering colleges and universities in China should also pay attention to improving the humanistic quality and developing a professional ethics education in training the engineering and technical talents. One important way is to carry out the engineering ethics education. By referring to the mature case-teaching ideas around the world and combining the practical experience accumulated in recent years, this paper focuses on the curriculum development and teaching reform of engineering ethics for students studying biological and medical engineering, from the perspectives of case selection and teaching method innovation. It also introduces some typical case studies, and summarizes the teaching effect analyzed from questionnaire.
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Humans , Curriculum , Engineering/education , Students , Ethics, Professional , Biology/educationABSTRACT
Objective:To explore the application of clinical case analysis and practice-oriented teaching mode in the top-up teaching of Clinical Nutrition Nursing. Methods:Traditional teaching methods were adopted to the top-up nursing students of Shanghai University of Traditional Chinese Medicine in Batch 2018 (Class A). The top-up nursing students of Shanghai University of Traditional Chinese Medicine in Batch 2019 (Class B) adopted the teaching method of focusing on process teaching and combining clinical case teaching, case analysis report and practice. At the end of teaching, the teaching effect was evaluated through course assessment and questionnaire survey. SPSS 18.0 was used for t test. Results:Students' self-evaluation showed that the evaluation of teaching effect in Class B was higher than that in Class A with significant differences ( P<0.05). The scores of Class A were (83.34±4.27) points, and those of Class B were (85.07±4.22), with significant differences ( P<0.05). Conclusion:The teaching model based on clinical case analysis and practice has achieved good teaching effect on the teaching of Clinical Nutrition Nursing, which is worthy of promotion in the teaching of nursing major.
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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 analyze the application value of PAD (Presentation-Assimilation-Discussion) class and case teaching combined with brainstorming in the practice teaching of nursing students in the department of cardiovascular surgery.Methods:A total of 81 undergraduate nursing students who practiced in the Department of Cardiovascular Surgery, The First Affiliated Hospital of Air Force Medical University from June 2019 to April 2020 were selected as the research objects. They were randomly divided into the control group ( n=40, brainstorming teaching) and the observation group ( n=41, PAD class combined with case teaching). After one month of intervention, the teaching effect on the two groups of nursing students were evaluated through the nursing students' clinical communication ability scale, Chinese version of self-assessment of clinical reflection and reasoning (SACRR), and competency inventory for registered nurse (CIRN). And the teaching quality was assessed by the clinical nursing teacher teaching behavior assessment scale. SPSS 22.0 was used for t-test. Results:The scores of each dimension and total scores of clinical communication ability scale, Chinese version SACRR and CIRN of nursing students in the observation group were higher than those in the control group ( P<0.05). The scores of nursing teaching behavior evaluation of clinical teachers in the observation group were higher than those in the control group ( P<0.05). Conclusion:The combination of PAD class and case teaching with brainstorming can improve the clinical communication ability of nursing students in cardiovascular surgery practice, help to promote the transformation of their clinical thinking ability, improve their core competences, and play an important role in improving the teaching quality.
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Biochemical Reaction Engineering is a professional discipline with emphasis on both theory and practice. It is the core course in the curriculum provision for students majoring in bioengineering and plays an important role in the cultivation of professional talents. However, there are so much theory knowledge, such as formulas and deduction, that students showed poor efficiency in their study. Herein, to cater the objective command of innovative talents under new education background, and to improve the practical teaching efficiency and the students' enthusiasm as well as the practical innovation capability, the teaching team innovated and explored the teaching pattern, the teaching method as well as the teaching technologies. The teaching efficiency has been remarkably improved by introducing the virtual simulate technology, the micro-lecture, the case teaching pattern attempts and the scientific platform, which can be used as reference by other peers.
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Humans , Bioengineering , Curriculum , StudentsABSTRACT
Objective:To explore the implementation method of case teaching in pharmacology teaching according to the standards of golden course.Methods:The students from Batch 2017 clinical medical students in our university were selected as the research objects, and randomized into the control group ( n=121) and the case teaching group ( n=171). The control group used online learning and traditional lecture, and the case teaching group adopted the online teaching and case teaching methods. And the teaching effect was evaluated by questionnaire survey and final performance analysis. Results:Compared with control group, the case teaching group had better final performance ( P<0.01). The questionnaire survey showed that the case teaching improved the learning interest of students and also enhanced their application ability of the knowledge ( P<0.01 or P<0.05). Conclusion:Case teaching has achieved good teaching effect in pharmacology teaching.
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Objective@#To explore and analyze the intervention effect of two different case teaching methods on critical thinking of nursing interns.@*Methods@#from July 2016 to July 2018, a total of 62 nursing students in a three grade hospital in Chongqing were selected. They were divided into control group (29) and intervention group (33) according to their internship years. The control group received routine case teaching method, while the intervention group adopted the "Internet+" case teaching method to carry out clinical teaching.@*Results@#Nursing students in the intervention group were significantly better than those in the control group in seeking truth, open thinking, systematization ability, analytical ability, self-confidence, thirst for knowledge and maturity (t=3.978-6.875, P<0.05). Nursing students in the critical thinking grade distribution intervention group were higher than those in the control group (t=-6.522--2.202, P<0.05). In clinical decision-making ability, problem-finding ability, goal-setting ability, decision-making ability, implementation decision-making ability and evaluation feedback were also higher than those in the control group (P<0.05). The ability was higher than that of the control group (χ2=7.922, P<0.05).@*Conclusion@#case teaching based on "Internet+" can better improve the clinical thinking method of nursing students, enhance the critical thinking level and clinical decision-making ability of nursing students, and improve the quality of clinical teaching. It is worthy of popularization and application in clinical practice.
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Objective To evaluate the effect of case-PBL method and case-PBL method combined with SPSS software on the teaching of medical statistics for medical undergraduates. Methods Students from two classes major in experimental medicine from Nantong University Xingling College were selected as Experimental Class 1 ( using case-PBL teaching ) and Experimental Class 2 ( using case-PBL teaching combined with SPSS software). Each class attended lessons for five times. The teachers would send cases for each lesson one week in advance, and students would form into groups to access information, learn and discuss independently. Representatives from groups spoke in class, members would complement and discuss, while teachers offered guidance, review, analysis and summary. We shortened the discussion time in the class, and added instructions on the operation steps of SPSS software for case analysis and how to interpret the analysis result correctly in Experiment Class 2 . The Control Class received traditional teaching . Questionnaires, process assessment and final assessment were used to evaluate teaching effectiveness. SPSS 21.0 software was used to implement variance analysis and chi-square test for comparison between groups. Results The scores of the two experimental classes were higher than those of the control class in the five process assessments ( P<0 . 05 ) . Experimental Class 2 was the best in three section process assessments including those of t-test, the rank sum test and the straight-line correlation (P<0.05). However, there was no difference in the theoretical test scores among the three classes (P=0.670). 94％-100％of the students in the two experimental classes believed that the teaching effects of the case-PBL method and case-PBL method combined with SPSS software were better than the traditional teaching method (P<0.05) in such areas as stimulating interest in learning, improving learning efficiency, etc. Students in Experimental Class 2 were more prone to think these methods improved teaching effect. Conclusion The case-PBL teaching combined with the application of SPSS software will further help students to systematically grasp the statistical knowledge and cultivate statistical practice ability . However , neither methods will improve students' theoretical test scores.
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Objective To explore the effects of applying case-based teaching in the clinical education of ophthalmology. Methods The experimental control method was adopted in the study, with case-based teaching method in experimental group and traditional lecture-based learning in control group. The teaching effect was evaluated through theoretical test, case analysis score and the data of questionnaire investigation. Results In theoretical examination, the scores and score ≥ 80 rates of the experimental group were significantly higher than that of the control group (P<0.05), the results of differential diagnosis and total results in case analysis in the experimental group were higher than those in the control group, and there was significant difference (P<0.05). The results of the questionnaire showed that the students in the experimental group were more satisfied than those in the control group in terms of improving their learning interest and efficiency, clinical thinking ability, communication ability, teamwork spirit and satisfaction with teaching methods (P<0.05). Conclusion Comprehensive case-based teaching have achieved good results in ophthalmology teaching, which could motivate students' interest, improve the clinical ability and overall quality and it's favorable to improve the teaching quality in this field.
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Objective To explore and analyze the intervention effect of two different case teaching methods on critical thinking of nursing interns. Methods from July 2016 to July 2018, a total of 62 nursing students in a three grade hospital in Chongqing were selected. They were divided into control group (29) and intervention group (33) according to their internship years. The control group received routine case teaching method, while the intervention group adopted the "Internet+" case teaching method to carry out clinical teaching. Results Nursing students in the intervention group were significantly better than those in the control group in seeking truth, open thinking, systematization ability, analytical ability, self-confidence, thirst for knowledge and maturity (t=3.978-6.875, P<0.05). Nursing students in the critical thinking grade distribution intervention group were higher than those in the control group (t=-6.522--2.202, P< 0.05). In clinical decision-making ability, problem-finding ability, goal-setting ability, decision-making ability, implementation decision-making ability and evaluation feedback were also higher than those in the control group (P<0.05). The ability was higher than that of the control group (χ2=7.922, P<0.05). Conclusion case teaching based on "Internet+" can better improve the clinical thinking method of nursing students, enhance the critical thinking level and clinical decision-making ability of nursing students, and improve the quality of clinical teaching. It is worthy of popularization and application in clinical practice.
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The training of residents majoring in ultrasound needs not only to pay attention to the teaching of speculative knowledge,but also to "look at pictures and talk",which is based on a large number of diagnostic ultrasound cases,training the residents to find,discover and discriminate the lesions from the ultrasonic images to finally form a sharp recognition and diagnosis ability.This study used the instant messaging tool WeChat to establish a virtual learning platform and implement a case based teaching process through this platform,which can avoid the limitations of time and space,and make the communication between teachers and students faster.According to the questionnaire survey,residents generally believed that the training mode can effectively improve learning efficiency and professional ability and hope to add this training mode to the basis of traditional teaching mode.The results of resident case analysis showed that the diagnostic accuracy of residents gradually increased during the training process.The model of WeChat platform combined with case teaching can provide new ideas and methods for standardized training of resident doctors in ultrasound specialty.
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The ethical issues involved in the diagnosis and treatment of malignant tumors are increasing. Case teaching method is a teaching mode that has received much attention in recent years. This paper analyzed the com-mon ethical issues faced by clinical oncology at present, including tumor patients' right of informed consent, tumor patients' right of treatment option, and the hospice care for tumor patients and so on, and combined with cases, introduced the application of case teaching method in clinical oncology postgraduate ethics teaching.
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Objective To explore the clinical application of case teaching method combined with clinical pathway in pediatrics teaching.Methods 103 students in pediatric practice from September 2016 to September 2017 were enrolled as the study object,who were divided randomly into observation group (52 cases) and control group (51 cases).Routine teaching method was adopted in the control group,while case teaching method combined with clinical pathway was adopted in the observation group.In addition,100 cases of children in need of rescue were selected for each group and the students were divided into two or three in a group to participate in the rescue.If the student could complete the rescue with the assistance of supervisor,he will be considered as playing a leading role in rescue process.Otherwise,another supervisor would join to lead the rescue,and the student would assist by the side,who will be considered as playing an auxiliary role in rescue process.The results of examination,classroom participation,homework,the rescue performance and the satisfaction of teaching were compared between two groups.Results The scores of theoretical course,case analysis and skill operation in the observation group was significantly higher than that of the control group (P＜0.05).The scores of classroom attendance,classroom activity and homework quality in the observation group was significantly higher than that of the control group (P＜0.05).Success rate of rescue conducted by students in the observation group was significantly higher than that in the control group(P＜0.05).The teaching satisfaction of the observation group was also significantly higher than that of the control group (P＜0.05).Conclusion The application of case teaching method combined with clinical pathway teaching model in pediatrics teaching is effective and worthy of popularizing,which can obviously improve teaching quality,arouse students' interest in teaching process,and improve students' professional quality.
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Curriculum integration and problem based learning (PBL) is the development trend of medical education all over the world,and it is an effective mode to train high-quality medical talents to meet the needs of the times and national medical and health services.However,PBL is difficult to popularize in an all-round way at present due to the large enrollment of clinical medicine major in medical colleges and universities in China.Aiming at integrating knowledge and focusing on ability,Nanjing Medical University implemented a problem-based two-way integrated case teaching after top-level design,careful trial and steady promotion and has achieved initial results and improved the clinical competency of medical students.
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Objective The paper aimed to discuss the influence of case teaching of forensic pathology based on network platform on the critical thinking ability of forensic students.Methods Students majoring in forensic were randomly divided into the experimental group and the control group with 20 students per group. According to heterogeneity classification, the experimental group was divided into 4 subgroups. The subgroups participated in network cases learning whereas the control group received traditional case teaching. Participants were required to fill in California Critical Thinking Disposition Inventory-Chinese Version (CCTDI-CV) before and after learning. CCTDI-CV scores, the scores of final exam and the number of students who had improved in CCTDI-CV scores were compared between the two groups. Results For the experimental group, the total score of CCTDI-CVand the scores of items including looking for the truth, systematized ability, self-confidence, thirst for knowledge were significantly improved after learning. The performance of the experimental group was better than that of the control group at the end of teaching (P＜0.05) . The scores of final exam were higher in the experimental group compared to the control group (P＜0.05) .Conclusion Forensic pathology cases teaching based on network platform is an effective way to stimulate students'critical thinking ability and to improve the study ability.
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Epidemiology is one of main courses for undergraduate students majoring in preventive medicine.There are some limitations in the traditional epidemiology teaching,which is usually characterized in indoctrinated education:"lectured by the teachers and listened by the students." In Zhejiang University,staff of the epidemiology division tried to explore a new teaching mode as ‘student-centered,teacher-leading,question-based,and combining with literature discussion and course practice.'After practicing for two years,students were inspired in learning initiatives,with teaching effectiveness obviously improved.
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OBJECTIVE:To provide reference for improving the teaching quality of the course of Drug Abuse and ADR Moni-toring in pharmacy master degree candidates. METHODS:In Pharmacy College of Jilin University,traditional teaching method was adopted among pharmacy master degree candidates of grade 2014(n=30,control group);case teaching method was adopted for the course of Drug Abuse and ADR Monitoring among those of grade 2015 (n=32,observation group). The teaching effects were evaluated by questionnaire and examination. RESULTS:Theoretical examination result and case analysis score as well as the rate of excellent case analysis score in observation group were all significantly higher than control group,with statistical signifi-cance (P<0.05). The satisfaction degree of observation group was significantly higher than that of control group in respects of teaching methods,arousing interest in classroom learning,establishing the awareness of safe and rational drug use,with statistical significance (P<0.05). CONCLUSIONS:For the course of Drug Abuse and ADR Monitoring in pharmacy master degree candi-dates,case teaching method improves students'exam results,stimulates students'interest and enthusiasm,promotes the establish-ment of students'safe and rational drug use consciousness and improves teaching quality.