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Objective:To identify and improve the weakness in different clinical practice teaching hospital,and enhance the quality of practical teaching.Methods:A total of 291 trainees majoring in clinical medicine in grade 2016 in a medical college in Shenyang who practiced in different clinical teaching hospitals and participated in the objective structured clinical examination(OSCE)were enrolled.The OSCE scores was analyzed with one way ANOVA and Kruskal-Wallis statistic methods to identify the weakness in clinical practice teaching and improve the teaching quality.Results:In the standardized patient consultation and physical examination results,the passing rate and average score of H hospital was the lowest.The average score of trainees in H hospital was statistically significant compared to that in A,B,F,G,K,and L hospitals(P＜0.01).In terms of skill operation scores,H hospital had the lowest pass rate and average score.The average score of interns in H hospital was statistically significant compared to that in A,D,E,F,G,I,J,K hospitals(P＜0.01).In the interpretation of auxiliary examination results,the passing rate and average score of H hospital was the lowest.The average score of interns in A and H hospital was significantly different from that of B and J hospitals(P＜0.01).Conclusions:There are great differences in the practice effect of students in different clinical teaching hospitals.Medical colleges and universities should strengthen the management of clinical teaching hospitals to ensure the homogeneity of clinical practice teaching quality.
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Objective:To explore the effects of workshops combined with problem-based learning (PBL) in clinical teaching of joint surgery.Methods:A total of 60 students who would participate in standardized residency training from September 2019 to June 2021 were randomly divided into traditional lecture-based learning (LBL) group, PBL group, and workshops combined with PBL group, with 20 students in each group. The effects were evaluated by theoretical knowledge and clinical skill assessment and anonymous teaching quality questionnaire surveys. SPSS 25.0 was used to perform the t test and chi-squared test. Results:The workshop+PBL group showed the highest theoretical knowledge score (86.40±9.76), clinical skill score (92.15±4.49), and total score (88.70±5.75), compared with the PBL group (78.45±10.40, 85.80±10.00, and 81.39±7.27, respectively) and the LBL group (80.10±6.77, 85.20±8.12, and 82.14±6.14, respectively). According to the teaching quality questionnaire surveys, the workshop+PBL group was significantly superior to the PBL and LBL groups in self-ability evaluation and the degree of satisfaction with teaching ( P<0.05). Conclusions:Workshops combined with PBL can effectively improve students' scores of theoretical knowledge and clinical skills, with better self-ability evaluation results and higher satisfaction with teaching, which is worthy of application and promotion in clinical teaching of joint surgery.
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Objective:To investigate the application of virtual reality technology combined with case-based learning in forward surgical team (FST) basic skill teaching for undergraduates.Methods:A total of 42 undergraduates who received clinical practice in The Second Affiliated Hospital of Navy Medical University from January 2020 to January 2021 were selected as research subjects, and they were randomly divided into experimental group (virtual reality technology combined with case-based learning for FST basic skill teaching) and control group (traditional teaching methods for FST basic skill teaching). A questionnaire survey and assessments were performed to evaluate the effectiveness of teaching, and SPSS 23.0 was used to perform the t-test, the chi-square test, or the Fisher's exact test. Results:The questionnaire survey showed that there were no significant differences between the two groups in the degree of overall satisfaction with teaching, comprehension and practice in learning, and post-learning memory, and compared with the control group, the experimental group had significantly higher scores of improvement in theoretical knowledge (4.33±0.26 vs. 4.17±0.21, P<0.05), improvement in skill operation (4.32±0.22 vs. 4.12±0.27, P<0.05), improvement in the ability to analyze and solve practical problems (4.04±0.37 vs. 3.69±0.38, P<0.05), learning interest and enthusiasm (4.34±0.28 vs. 3.92±0.43, P<0.05), learning attention (4.21±0.35 vs. 3.81±0.34, P<0.05), and learning interaction (4.18±0.29 vs. 4.01±0.21, P<0.05). The results of assessments showed that compared with the control group, the experimental group had a significantly higher total score (85.96±5.35 vs. 77.03±7.29, P<0.05) and significantly better scores of theoretical knowledge (28.25±4.74 vs. 25.01±5.37, P<0.05) and skill operation (57.47±4.96 vs. 51.99±8.03, P<0.05). Conclusions:Virtual reality technology combined with case-based learning has unique advantages in FST basic skill teaching for undergraduates, and related studies and application research can be conducted in the future.
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Objective:To explore the application effect of the modified sandwich teaching method based on constructivism theory in clinical teaching of neurology nursing interns.Methods:A total of 29 nursing interns who practiced in the Department of Neurology of the First Affiliated Hospital of University of Science and Technology of China (Anhui Provincial Hospital) from June 2020 to May 2021 were selected as the control group, using the conventional clinical nursing teaching method, and 28 nursing interns who practiced from June 2021 to May 2022 were selected as the observation group, using the modified sandwich teaching method based on constructivism theory. Before graduating from the Department of Neurology, nursing interns in the two groups were compared in terms of the teaching effects, such as the score of learning initiative, theoretical examination, operation examination, and nursing round report. SPSS 25.0 was used for t test and chi-square test. Results:The score for each dimension (learning driving force, learning objectives, in-depth learning, controlled learning, and solid learning) and total score in the observation group were significantly higher than those in the control group ( P<0.05). There was no significant difference between the two groups in the scores of theoretical examination and operation examination (89.11±3.58 vs. 88.97±2.74, 93.79±2.48 vs. 93.86±2.20; P>0.05); the scores of nursing rounds in the observation group were significantly higher than those in the control group (88.61±2.60 vs. 83.38±3.97, P<0.05). Conclusions:The modified sandwich teaching method based on constructivism theory can enhance the learning initiative and comprehensive analysis ability of nursing interns in the Department of Neurology. It is suitable for clinical nursing teaching in the Department of Neurology and is worth popularizing.
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Objective:To investigate the effects of the hybrid scenario simulation teaching method based on small private online courses (SPOC) in undergraduate clinical teaching of pediatric dentistry.Methods:A total of 44 students of dentistry practicing in the Department of Pediatric Dentistry, The Third Affiliated Hospital, The Air Force Military Medical University, from January 2020 to December 2021 were selected, with 23 students practicing from January to December 2020 in control group (receiving traditional teaching) and 21 students practicing from January to December 2021 in experimental group (employing SPOC-based hybrid scenario simulation teaching method). At the end of the internship, an exam was given to assess the students' doctor-patient communication and standardized operation, and parental satisfaction and students' satisfaction were scored. SPSS 20.0 software was used to perform the independent samples t test for data analysis. Results:Compared with the control group, the experimental group had significantly higher scores of doctor-patient communication [(82.83±2.09) points vs. (88.40±2.22) points] and standardized operation [(82.26±4.38) points vs. (86.67±2.62) points] as well as significantly higher scores of parental satisfaction and students' satisfaction [(18.85±1.73) points vs. (20.71±0.85) points] and [(17.37±0.98) points vs. (20.57±0.66) points; all P<0.05]. Conclusions:The SPOC-based hybrid scenario simulation teaching method can effectively improve the quality of clinical teaching for undergraduate internships in pediatric dentistry, especially for cultivating doctor-patient communication ability.
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Standardized patient (SP) has been widely used for medical teaching and assessment in medical colleges at home and abroad. Pediatric consultations are mostly directed toward parents, so in pediatric education, SP is usually referred to as standardized family (Sfam), which is trained to portray the patient's family members. At present, the development of Sfam in pediatric teaching in China is relatively slow. Based on the characteristics of pediatric teaching, the paper summarizes the necessity of Sfam, the application of different types of Sfam, the integration of Sfam with other clinical teaching methods, and the value of Sfam in pediatric teaching, and also discusses the future direction and prospects of Sfam combined with artificial intelligence in pediatric teaching. After years of development, Sfam has been proved to be an effective teaching model. We hope this paper can help more pediatric clinical educators gain a deeper understanding of the Sfam teaching method, and promote the application of Sfam in pediatric teaching to maximize its role in advancing the development of pediatric education.
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Objective:To investigate the application value of the teaching evaluation method guided by cultivating "excellent doctors" in the clinical teaching of dermatology and venereology.Methods:A non-simultaneous control study was conducted, and the medical students who received theoretical learning and clinical internship in Department of Dermatology and Venereology, Affiliated Hospital of North Sichuan Medical College, from March 2020 to February 2022, were enrolled as subjects. According to the order of enrollment, 32 students who were enrolled from March 2020 to February 2021 were set up as control group, and 31 students who were enrolled from March 2021 to February 2022 were set up as experimental group. The students in the control group received lecture-based learning, and those in the experimental group received clinical teaching using a teaching and evaluation method guided by cultivating "excellent doctors". After the course ended, the two groups were compared in terms of the scores of theoretical knowledge and operation skills, clinical thinking ability [Self-Assessment of Clinical Reasoning and Reflection (SACRR)], core competence [Mini-Clinical Evaluation Exercise (Mini CEX)], and degree of satisfaction with teaching. SPSS 25.0 software was used to perform the independent samples t-test, the Mann-Whitney U test, the chi-square test, and the rank sum test. Results:One student in the control group voluntarily withdrew from the study, and one student in the experimental group did not complete the contents of internship. Finally, 31 students in the control group and 30 in the experimental group were included in the study. After 4 weeks of internship, compared with the control group, the experimental group had significantly higher scores of theoretical knowledge (88.00±4.30 vs. 85.71±4.12, t=2.12, P=0.040) and operation skills (91.87±3.99 vs. 88.23±3.84, t=3.63, P<0.05). After 4 weeks of internship, compared with the control group, the experimental group had significantly higher information systematization score (47.23±3.11 vs. 45.16±3.00), analysis problem score (34.87±2.30 vs. 31.29±2.30), truth finding score (16.30±1.49 vs. 14.45±1.52), reflective ability score [3.50 (3.00, 4.00) vs. 3.00 (3.00, 3.00)], and total score of SACRR (101.87±4.47 vs. 93.90±4.47), with significant differences between the two groups ( t/ Z=2.65, 6.17, 4.79, 3.15, and 6.96, all P<0.05). After 4 weeks of internship, the experimental group had a significantly better core competence than the control group ( Z=2.12, P=0.030); compared with the control group, the experimental group had significantly higher classroom teaching score (20.17±1.98 vs. 18.45±2.23, t=3.17, P<0.05), clinical practice score (19.83±2.10 vs. 17.65±2.17, t=4.00, P<0.05), learning plan score (18.63±2.24 vs. 17.03±2.15, t=2.85, P<0.05), teaching resource score (20.07±1.82 vs. 18.58±2.00, t=3.04, P<0.05) and total score (78.70±3.67 vs. 71.71±4.13, t=6.98, P<0.05). Conclusions:The application of the teaching and evaluation method guided by cultivating "excellent doctors" in the clinical teaching of dermatology and venereology can improve clinical theoretical knowledge, practical operation skills, clinical thinking ability, and core ability among interns and thus help to improve teaching quality. Therefore, it holds promise for clinical application.
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To explore the effects of the humanoid figure teaching method on the improvement of humanistic care and job competence of newly recruited nurses. A total of 72 newly recruited nurses in our hospital were selected as the research objects. The research objects were divided into control group and observation group, with 36 in each group. The control group was taught by traditional nursing methods, and the observation group was taught by the humanoid figure teaching method. The clinical teaching effect, core competence and humanistic care ability were compared between the two groups of newly recruited nurses. The results showed that the newly recruited nurses in the observation group had higher academic performance, nursing ward round scores, teaching satisfaction and patient family satisfaction than the control group (P<0.05). The newly recruited nurses in the observation group were better than the newly recruited nurses in the control group in terms of core competence and humanistic care ability (P<0.05). Therefore, the humanoid figure teaching method can effectively improve the clinical teaching effect of nursing work, enhance the clinical competence and humanistic care ability of newly recruited nurses, which is conducive to the development of clinical teaching and work. The humanoid figure teaching method guides newly recruited nurses from the perspective of "whole person", infiltrate the medical humanistic spirit into clinical nursing work, and provide patients with personalized services with in-depth and humanistic care.
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With the deepening of China's medical reform, people's demand for health is growing, which promotes the construction of "new medicine" and puts forward higher requirements for the cultivation and education of medical students. Undergraduate medical education is a crucial period for the growth of medical students, and how to do a good job in undergraduate teaching under the background of "new medicine" is currently a research hotspot. The clinical teaching stage is an important period for medical students to fully understand clinical disciplines and cultivate their understanding of specialties. Therefore, we should explore new teaching methods and means to adapt to the needs of the new era. In the context of "new medicine", the medical-engineering fusion diagnosis and treatment technology has become an important trend in the clinical diagnosis and treatment of oncology. In order to adapt to this change, clinical teaching and teaching management in oncology also need new exploration and research. Taking the clinical teaching of oncology as an example, this article discusses how to cultivate medical students' thinking of medical-engineering fusion.
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The medical metaverse is a combination of medicine and other cutting-edge technologies such as computer and information ones. In the medical metaverse, medical knowledge in the real world will be transformed into a digital form, so that activities concerning diagnosis, treatment, education and clinical practice can be carried out in a virtual environment. Based on the latest research advances at home and abroad, this review expounds on the medical metaverse from the aspects of supporting technologies, applications in clinic and medical education, current deficiencies and future development.
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@#Objective To compare and analyze the differences of clinical application of UpToDate by residents at home and abroad,and put forward some suggestions on the use of UpToDate in China.Methods On the basis of literature retrieval in Web of Science,CNKI and Wanfang database,the article summarized the present situations and advantages of UpToDate for residents at home and abroad,and compared the differences of clinical application research of UpToDate for residents at home and abroad by using Vosviewer.Results The application research of UpToDate for residents in foreign countries started earlier,and focused on the cognitive use,effectiveness evaluation,clinical teaching,suggestion updating,etc.,while the domestic researches started later and few studies focused on the theoretical research of UpToDate clinical teaching.Conclusion Drawing lessons from foreign experiences,we should increase the publicity and promotion of UpToDate in China,attach importance to its impact assessment,provide a feedback platform for professional clinical resources information,and actively change teaching methods by using UpToDate,so as to improve clinical decision-making ability.
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Introducción: Dada la incuestionable importancia del método clínico en la labor asistencial, continua como tema medular en la docencia médica. Objetivo: Perfeccionar la enseñanza y el aprendizaje del método clínico en la educación médica superior. Métodos: Se transitó por un momento inicial de diagnóstico del estado de aprendizaje del método clínico en el contexto local, seguido de los momentos de concepción, diseño y aplicación de una intervención didáctica. Resultados: La intervención didáctica implementada está constituida por un sistema de conferencias orientadoras dirigidas a estudiantes de tercer año de la carrera de medicina, impartidas en las asignaturas propedéutica clínica y medicina interna, las cuales abordan áreas complejas de la enseñanza-aprendizaje del método clínico: el interrogatorio, el razonamiento diagnóstico y la toma de decisiones terapéuticas; todas las conferencias se acompañan de sus correspondientes materiales de apoyo a la docencia. Forman parte de la intervención, como diseñadas acciones complementarias dirigidas a estimular la participación de los profesores en la ejecución de la intervención, como cursos de capacitación, la elaboración de un modelo del pase de visita docente asistencial. Conclusiones: La intervención didáctica expuesta contribuyó a perfeccionar la base orientadora de la acción para la enseñanza y el aprendizaje del método clínico en sí, y de la mayoría de sus habilidades esenciales constituyentes, por lo que tributa al perfeccionamiento curricular en la carrera de medicina. La intervención didáctica diseñada puede ser aplicada, o servir de referente, en cualquiera de los centros de enseñanza médica superior del país(AU)
Introduction: Given the unquestionable importance of the clinical method in health care work, it continues as a core theme in medical teaching. Objective: To improve the teaching and learning of the clinical method in higher medical education. Methods: There was an initial moment to diagnose the learning state of the clinical method in the local context, followed by the stages for conception, design and implementation of a didactic intervention. Results: The implemented didactic intervention is made up of a system of guiding lectures aimed at third-year students of the medical studies, taught in the clinical propaedeutic and internal medicine subjects, which address complex areas of the clinical method teaching-learning: questioning, diagnostic reasoning, and therapeutic decision-making. All the lectures are accompanied by their corresponding teaching support materials. They are part of the intervention, as designed complementary actions aimed at stimulating the participation of professors in the intervention operation, such as training courses, development of a model of medical rounds supporting teaching. Conclusions: The described didactic intervention contributed to perfecting the guiding basis of action for teaching and learning the clinical method itself, and most of its constituent essential skills, which is why it contributes to curricular improvement in the studies of medicine. The designed didactic intervention can be applied, or serve as a reference, in any of the higher medical education schools in the country(AU)
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Professional Competence , LearningABSTRACT
Objective:To study the teaching effect of the teaching method of case-based learning (CBL) combined with team-based learning (TBL) based on the standard patient (SP) in the clinical teaching of department of intensive care medicine.Methods:A total of 60 medical students clinically studying in the department of intensive care medicine were randomly divided into 2 groups, with 30 students in each group. The two groups received the clinical teaching through the lecture-based learning (LBL) teaching method and the CBL combined with TBL based on SP teaching method respectively. By evaluating the clinical synthesis ability of the students of two groups and the satisfaction survey of the two teaching methods, the teaching effect was evaluated. SPSS 19.0 statistical software was used to perform Chi-square test and t-test. Results:Compared with LBL teaching method, the students who accepted the CBL combined with TBL based on SP teaching method had significantly better clinical comprehensive ability ( P < 0.05), mainly in their clinical thinking ability [(4.18±0.55) vs. (3.66±0.47)], clinical skills [(4.03±0.61) vs. (3.59±0.52)] and communication ability with patients [(4.11±0.58) vs. (3.74±0.50)]. In addition, student satisfaction with teaching methods was also higher ( P <0.05), especially in the satisfaction of learning interest [(4.38 ± 0.72) vs. (3.65±0.56)], self-learning ability [(4.24±0.71) vs. (3.91±0.52)], clinical thinking ability [(4.09±0.66) vs. (3.22±0.54)], communication ability [(4.42±0.60) vs. (3.67±0.48)], and team cooperation spirit [(4.15±0.58) vs. (3.78±0.51)]. Conclusion:The teaching method of CBL combined with TBL based on SP is feasible and has good teaching effect in the clinical teaching of department of intensive care medicine.
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Objective:To investigate the impact of online teaching on dermatology study in the undergraduate stage of the eight-year program medical students of Peking University Third Hospital.Methods:Questionnaires were administered before and after dermatology theoretical lectures and probation among the eight-year program medical students of the Peking University Third Hospital. Online teaching in 2020 was compared with offline teaching from 2016 to 2019. Written examination was taken after studying and the results were analyzed. SPSS 21.0 was used to conduct t-test and Mann-Whitney U test. Results:The total number of students that received online teaching was 53, and the response rate of the questionnaire was 75.5(80/106); the number of students receiving offline teaching was 166 and the response rate of the questionnaire was 99.1% (329/332). After dermatology theoretical lectures and probation, the scores of the written examination of online teaching were better than those of offline teaching ( P<0.001). The self-evaluation of the diagnostic ability of urticaria in students that received online teaching was lower than that in offline teaching students ( P=0.008); whereas the importance rating of dermatology department in hospitals ( P<0.001) and the interest in dermatology ( P=0.002) were significantly higher in online teaching than offline teaching. No significant differences were found in the self-evaluation of the diagnostic ability of eczema and acne, the willingness to be a dermatologist, difficulty rating in dermatology study, etc. Sixty percent (24/40) of students submitted open suggestions, and the most suggestion was to increase offline probation [22.5%(9/40). Conclusion:The online teaching of dermatology theoretical lectures and probation may be better for students' knowledge than offline teaching and they can also stimulate students' interest in learning. However, students' confidence in the diagnosis and treatment of certain common disease might be slightly lower in online teaching than in offline teaching. The combination of online and offline teaching might provide more advantages in the future. The form and content of online teaching also urgently need to be further improved in practice.
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Objective:To explore the effect of mind mapping teaching of gastroenterology in the standardized training for general practitioners, and provide new ideas for general practice education.Methods:A total of 65 physicians who were enrolled in the standardized training of general practice from January to December 2017 were collected as the control group, and the traditional teaching method was adopted; another 58 physicians from January to December 2018 were selected as the experimental group, and the mind mapping was adopted based on the traditional teaching method. The learning effect (theoretical and operational results) and the satisfaction questionnaire of trainees and teachers were used as evaluation indicators. SPSS 21.0 was used for t test and chi-square test. Results:The theory exam and clinical skills examination results of experimental group (80.80±5.30, 82.66±5.90) were significantly higher than those of the control group (71.60±5.20, 75.72±4.57), and the difference was statistically significant ( P<0.05). Compared with the control group, the experimental group had better understanding of knowledge points of this discipline, clinical thinking ability, higher learning interest, teamwork ability, innovation ability and teacher satisfaction, with statistical significance ( P<0.05). Conclusion:The mind mapping has more advantages than traditional teaching methods in the standardized training for general practitioners, which can be further extended.
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Objective:To explore the methods of improving the clinical thinking ability of clinical medical interns in neurology department.Methods:Clinical medical interns from 2017 to 2018 were selected as the research subjects. The clinical medical interns in 2018 and in 2017 were set as the experimental group (98 people) and the control group (95 people). In the clinical practice of the neurology department, the experimental group was trained in clinical thinking ability, and the control group was trained by the traditional methods. Before the end of the internship, the self-made Clinical Medical Interns Clinical Thinking Ability Questionnaire was used to evaluate the teaching effect. SPSS 14.0 was used for t-test and Chi-square test. Results:The experimental group and the control group had the problems of one-sidedness, appearance, fixedness, passivity, laziness, simplification, confusion of clinical thinking. The clinical thinking problems in the experimental group were significantly improved than those in the control group ( P<0.001). There were significant differences in clinical thinking between the experimental group and the control group in terms of one-sidedness, appearance, fixedness, passivity and laziness ( P<0.05). In addition to language communication and expression ability, the self-assessment score of clinical thinking ability in the experimental group was statistically different from that in the control group ( P<0.05). Compared with the control group, there were also significant differences in the examination results of the experimental group ( P< 0.05). Conclusion:The implementation of clinical thinking training in neurology practice is conducive to cultivating students' clinical thinking ability and improving the quality of personnel training.
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Objective:To explore the feasibility and application value of case-based learning (CBL) combined with clinical pathway in thoracic surgery practice teaching.Methods:A total of 30 clinical undergraduate students who practiced from January 2018 to August 2018 were selected and randomly divided into the traditional group and the research group. The traditional group used traditional teaching mode, while the research group adopted the CBL combined with clinical pathway teaching. The scores of theoretical examination and practice skills assessment and the case analysis ability of the two groups were compared at the time of department. In addition, the evaluation of the teaching effect of the two groups of teachers and students was observed through anonymous questionnaires. SPSS 21.0 was used for t-test and Chi-square test. Results:The scores of the students in the research group were better than those in the traditional group, including score of theoretical examination [(88.20±4.02) vs. (80.76±4.62), P<0.001], score of practice skills assessment [(90.80±2.16) vs. (84.80±3.07), P<0.001] and case analysis ability [(89.80±3.34) vs. (81.86±4.31), P<0.001]. The differences were statistically significant. At the same time, the questionnaire showed that the research group was superior to the traditional group in improving students' learning interest, clinical skills, case analysis ability, clinical communication ability, theoretical knowledge understanding and clinical thinking ability, with a statistically significant difference ( P<0.05). While the two groups had no statistically significant difference in students' satisfaction with teachers ( P=0.083). Conclusion:The CBL method combined with clinical pathway teaching method can improve the teaching effect of thoracic surgery practice, which is worth popularizing.
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Objective:To explore the application effects of the mode of "Multidisciplinary integration, Doctors & patients co-teaching, Simulated practice" in the teaching of spinal surgery.Methods:A total of 64 eight-year program clinical medical students who practiced in Peking Union Medical College Hospital in 2021 were taken as research objects and randomly divided into experimental group ( n=33) and control group ( n=31). The experimental group received the new teaching mode of "Multidisciplinary integration, Doctors & patients co-teaching, Simulated practice", and the control group received regular teaching mode. At the end of teaching, the teaching effects were evaluated from several aspects, including the scores of theoretical examinations, anatomical marks identification tests, and anonymous questionnaires. SPSS 22.0 software was used for paired t-test and two independent-samples t-test. Results:The theoretical test scores [(51.25±6.99) points] and anatomical structure identification scores [(37.56±1.83) points] of the experimental group were higher than those of the control group [(42.46±6.13) points and (30.37±3.46) points], and the differences were statistically significant ( P<0.001). The effective recovery rate of the questionnaire was 100%. The results of the questionnaire showed that the experimental group was significantly higher than the control group in terms of teaching attractiveness, attention, learning interest, learning efficiency, anatomical identification ability, problem-finding and problem-solving ability and overall teaching method satisfaction ( P<0.05). Conclusion:The teaching mode of "Multidisciplinary integration, Doctors & patients co-teaching, Simulated practice" can effectively improve students' theoretical knowledge, learning interest, learning efficiency, operation proficiency and problem-finding and problem-solving ability, which is worth promoting.
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In order to implement the teaching philosophy of "early clinical, multiple clinical, and repeated clinical", this study takes the "New Medical Professional Experience Social Practice" as a research course, analyzes the reform of pediatric clinical teaching, and evaluates the teaching effectiveness through classroom interviews and post-class questionnaire surveys. The results showed that through the combination of online and offline learning and multiple evaluation models, it was found that students with more hands-on teaching content in offline teaching were more interested and evaluated. Eight-year students had higher participation in offline teaching than five-year students, and 8-year students also rated online teaching higher than five-year students. A total of 151 [84.36%(151/179)] students have learned about the clinical work of pediatricians through this course. The reform of pediatric clinical teaching based on the concept of early clinical teaching can achieve the teaching goal of early clinical practice and early contact for medical students.
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Objective:To explore the application value of biomaterial breast model combined with traditional clinical teaching methods in the training of minimally invasive breast surgery.Methods:A total of 50 physicians who studied at the Thyroid and Breast Surgery Department of The First Affiliated Hospital of Air Force Medical University from March to December 2021 were selected as the research subjects and divided into the experimental group and the control group. The training time was one week, with three modules, namely, the study of Doppler ultrasound system and ultrasound theory, the study of the operating system for minimally invasive breast surgery, and the clinical observation and practice of minimally invasive breast surgery. Additionally, physicians in the experimental group practiced the surgical skills by using the biological material breast model. After the training, the assessment of breast minimally invasive surgery was performed, and the differences of minimally invasive operation and subjective evaluation of the two groups of physicians were analyzed. SPSS 22.0 was used to conduct independent-samples t-test and Chi-square test. Results:The time spent on breast mass localization, rotary cutter localization and residual rates of breast mass in the experimental group were (4.12±1.05) min, (12.12±2.61) min and 40%, respectively, and the corresponding results of the control group were (6.68±1.97) min, (15.32±2.89) min and 72%, which showed statistically significant differences between the two groups ( P<0.05). At the same time, the physicians in the experimental group were better than the control group in terms of self-evaluation of operational proficiency and clinical operation confidence. Conclusion:Compared with the traditional teaching method, the biomaterially simulated breast model combined with traditional teaching has significant advantages. It is an efficient teaching aid in the training and teaching of breast minimally invasive surgery, and plays an important role in the training of breast surgeons.