Practice of video-assisted teaching ward rounds for typical cases of ophthalmology / 基础医学与临床

Objective To investigate the efficacy of video-assisted teaching ward rounds for typical cases of oph-thalmology in clinical practice for medical undergraduates.Methods A total of 45 students from clinical medicine in Peking Union Medical College were enrolled.They were randomly divided into the experimental group(23 students)and control group(22 students).Primary angle closure glaucoma(PACG)was selected as the learning content,the experimental group was trained by video-assisted teaching ward rounds,while the control group was trained by internship in outpatient clinic.All students joined the test of typical case PACG and a ques-tionnaire survey was implemented for the experimental group.Results The average score of experimental group was higher than control group[(84.30±4.53)vs.(78.05±5.76),t＝4.05,P＜0.001].For video-assisted teaching ward rounds,in experimental group,86.9%(20/23)students believed it was more practical,95.6%(22/23)students thought it was very helpful and 91.3%(21/23)students considered it was conductive to im-prove interest of learning and clinical thinking ability.Conclusions Video-assisted teaching ward rounds improves students'understanding memory of ophthalmic typical cases,which is a potential supplement teaching method in clinical practice training of ophthalmology for medical undergraduates.

On the application of teaching ward-round workshop in the teaching ability training for clinical teachers / 中华医学教育探索杂志

Objective:To explore the application effect of the teaching ward-round workshop on the teaching ability training for clinical teachers.Methods:From July to October 2019, 83 clinical teachers from The Affiliated Huai'an No.1 People's Hospital of Nanjing Medical University included in the study were divided into 8 groups for the training of teaching ward-round workshop. After the training, the evaluation results of clinical teaching ward-round, the satisfaction of clinical teaching ward-round, and the satisfaction of the workshop teaching model were compared. Chi-square test and t test were performed by SPSS 22.0. Results:The trainees were highly satisfied with the training mode of the teaching ward-round workshop. After the training, the clinical teaching ward-round assessment scores [(96.83±1.77) points] were higher than the average scores of the same period from April to June in 2019 [(91.25±2.86) points], with statistical significance ( P<0.05). In terms of satisfaction with clinical teaching ward rounds, the scores of 7 dimensions including preparation before ward rounds, highlighting the key and difficulties, and standard physical examination after the training were all higher than those before the training, with significant differences ( P<0.05). Conclusion:The training model of the teaching ward-round workshop helps to enhance the training effect, promote the teaching ability of clinical teachers, and improve the clinical teaching ward-round assessment results and satisfaction, which provides new ideas and references for the training of clinical medical professionals.

Standardized neurology teaching ward-round combined with PBL teaching method and standardized patients in the clinical practice of international students / 中华医学教育探索杂志

Objective:To explore the application effect of standardized neurology teaching ward-round combined with problem-based learning (PBL) teaching method and standardized patients (SP) in the production practice of international students.Methods:A total of 60 foreign students who participated in the neurology department of The 2nd Affiliated Hospital of Harbin Medical University from June 20, 2019 to December 20, 2019 were selected as the study subjects, and were divided into experimental group and control group, with 30 ones in each group. The control group used traditional teaching ward-round methods, the experimental group used the standardized teaching ward-round combined with PBL teaching method and standardized patients for learning. And at the end of the training, the assessment of the first course of disease record writing and questionnaire survey were conducted. SPSS 20.0 was used for t test and chi-square test. Results:The results of writing medical records in the experimental group were significantly outstanding, with statistical difference ( P<0.05). More than 80% of foreign students in the experimental group agreed that standardized teaching ward-round and standardized patient teaching model had significant effectiveness. Conclusion:In the production practice education of international students in department of neurology, the standardized teaching ward-round combined with PBL teaching method and standardized patient have achieved remarkable results.

Application and experience of teaching ward round in standardized residency training of anesthesiology / 中华医学教育探索杂志

Teaching ward round is an important guarantee to improve the training quality. The purpose and content of anesthesiology teaching ward round are different from clinical surgical teaching ward round, and it has its own characteristics. According to the rule of perioperative medicine, we can complete the teaching ward round with small plate and multi-segment teaching mode on the clinical anesthesia management related issues of various surgical patients involved in anesthesia major or sub specialty. In this paper, the methods of anesthesiology teaching ward round, including the formulation of teaching plan, teacher arrangement, preparation before ward round, ward round process and teaching methods, quality control, and teaching experiences were briefly introduced.

Significance of demonstration team on improvement of internal teaching quality in teaching ward rounds / 中华医学教育探索杂志

Teaching rounds is an important part of clinical teaching practice,therefore,we established a demonstration team for teaching ward rounds.By formulating standard operation procedure for teaching rounds and encouraging innovation on teaching models,the team played a demonstration role in the clinical teaching rounds,which not only made up the shortcomings in teaching,but also improved the teaching level of clinical teachers and the quality of clinical training.

Significance of demonstration team on improvement of internal teaching quality in teaching ward rounds / 中华医学教育探索杂志

Teaching rounds is an important part of clinical teaching practice, therefore, we established a demonstration team for teaching ward rounds. By formulating standard operation procedure for teaching rounds and encouraging innovation on teaching models, the team played a demonstration role in the clinical teaching rounds, which not only made up the shortcomings in teaching, but also improved the teaching level of clinical teachers and the quality of clinical training.

Application of clinical nursing teaching model based on Mini-Clinical Evaluation Exercise in teaching rounds of nursing students / 中国实用护理杂志

Objective@#To explore the application effect of Mini-Clinical Evaluation Exercise(Mini-CEX) in clinical teaching rounds of nursing students, and to provide reference for improving the quality of clinical teaching.@*Methods@#A total of 120 nursing students from June 2017 to June 2018 were divided into control group and intervention group by the time of practice with 60 cases each. The control group adopted traditional nursing teaching rounds, while the intervention group adopted Mini-CEX-based nursing teaching rounds. The comprehensive results of nursing students′practice, Mini-CEX and autonomous learning ability of the two groups were compared and analyzed.@*Results@#The overall evaluation of Mini-CEX of nursing students was (7.23 ± 0.51) in the intervention group and (5.27 ± 1.12) in the control group, and the difference was statistically significant (t=12.337, P <0.01). The excellent rate of nursing students was 58.3%(35/60) in the intervention group and 30.0%(18/60) in the control group, and the difference was statistically significant (χ2=10.914, P <0.01). The total score of autonomous learning ability was (114.85 ± 6.27) in the intervention group and (90.78 ± 8.22) in the control group, and the difference was statistically significant (t=18.034, P < 0.01). The comprehensive results of nursing students′ practice was (87.04 ± 6.46) in the intervention group and (74.35 ± 6.04) in the control group, and the difference was statistically significant (t=11.115, P< 0.01).@*Conclusions@#Clinical teaching rounds based on mini-clinical exercise assessment scale can improve the clinical comprehensive service ability, self-learning ability and humanistic care ability of intern nurses.

Application of clinical nursing teaching model based on Mini-Clinical Evaluation Exercise in teaching rounds of nursing students / 中国实用护理杂志

Objective To explore the application effect of Mini-Clinical Evaluation Exercise(Mini-CEX) in clinical teaching rounds of nursing students, and to provide reference for improving the quality of clinical teaching. Methods A total of 120 nursing students from June 2017 to June 2018 were divided into control group and intervention group by the time of practice with 60 cases each. The control group adopted traditional nursing teaching rounds, while the intervention group adopted Mini-CEX-based nursing teaching rounds. The comprehensive results of nursing students′ practice, Mini- CEX and autonomous learning ability of the two groups were compared and analyzed. Results The overall evaluation of Mini-CEX of nursing students was (7.23 ± 0.51) in the intervention group and (5.27 ± 1.12) in the control group, and the difference was statistically significant (t=12.337, P<0.01). The excellent rate of nursing students was 58.3% (35/60) in the intervention group and 30.0% (18/60) in the control group, and the difference was statistically significant (χ2=10.914, P <0.01). The total score of autonomous learning ability was (114.85 ± 6.27) in the intervention group and (90.78 ± 8.22) in the control group, and the difference was statistically significant (t =18.034, P < 0.01). The comprehensive results of nursing students′practice was (87.04 ± 6.46) in the intervention group and (74.35 ± 6.04) in the control group, and the difference was statistically significant (t=11.115, P<0.01). Conclusions Clinical teaching rounds based on mini-clinical exercise assessment scale can improve the clinical comprehensive service ability, self-learning ability and humanistic care ability of intern nurses.

Application of discussion teaching round model in the clinical practice for medical graduate students / 中华医学教育探索杂志

Objective To compare the advantages and disadvantages between the discussion teaching round model and the traditional round model in the tralning of medical graduate students. Methods 38 and 41 medical graduate students were practicing under the discussion teaching round model and the traditional round model in our hospital from Jan 2012 to Dec 2012. The questionnalre and the Clinical Skill Test were used to evaluate the teaching effect. The t test group design was used to make comparison between group mean. Results Compared with the traditional round model group, the discussion teaching round model group had higher evaluation to the teaching methods, consciousness of participation, the rounds impressions and clinical thinking cultivation, with statistically significant difference (P<0.05). The total score of the Clinical Skill Test was higher in the discussion teaching round model group than the traditional round model group[(86.4±4.8) vs (78.2±6.4), P=0.02]. Conclusion The discussion teaching round model can improve the quality of clinical practice and is an effective method for the education in medical graduate students.

Pase de visita docente-asistencial hospitalario en las especialidades quirúrgicas / Teaching ward rounds for surgical specialties

INTRODUCCIÓN: el pase de visita docente-asistencial de pregrado se desarrolla en la actualidad en la atención primaria de salud como pase de vista comunitario, y en la atención secundaria con el hospitalario. La enseñanza de la mayoría de las asignaturas de las especialidades quirúrgicas, se ha realizado con pacientes hospitalizados. Diversos cambios en el diseño curricular y en la organización de los servicios quirúrgicos han incidido en el pase de visita docente-asistencial de pregrado en las asignaturas de especialidades quirúrgicas. OBJETIVO: caracterizar el pase de visita de pregrado en las asignaturas de especialidades quirúrgicas. MÉTODOS: estudio transversal en el campo de la educación médica de pregrado sobre el pase de visita hospitalario de las asignaturas de especialidades quirúrgicas en el Hospital Militar Central "Dr. Carlos J. Finlay" durante el primer semestre del curso 2010-2011. La muestra quedó constituida por 31 profesores y 35 internos. La encuesta dirigida a los educadores incluyó aspectos como: categoría docente, años de experiencia, grado académico y aspectos sobre el pase de visita, y una segunda encuesta dirigida a estudiantes al término de la rotación por Cirugía General del internado, exploró la frecuencia y la calidad de este. RESULTADOS: el 48,4 % de los profesores refirió que en su asignatura el pase de visita docente se realizaba diariamente, el 45,2 % coincidió en que la cantidad de educandos que participaba era adecuada. Los alumnos en general catalogaron como buena la calidad de los pases de visita y la asignatura de Cirugía General fue la más favorecida en sus opiniones (82,8 %). CONCLUSIONES: los profesores, en su mayoría, consideraron el pase de visita de pregrado en las asignaturas de las especialidades quirúrgicas como la actividad principal de educación en el trabajo y la mayoría de los alumnos expresó su satisfacción con la calidad de este.

INTRODUCTION: in primary health care, teaching rounds take the form of community rounds. In secondary health care, they take the form of ward rounds. Most contents in surgical specialties have always been taught through interviews with hospitalized patients. Various changes in curricular design and in the organization of surgical services have had an impact on undergraduate surgical teaching rounds. OBJECTIVE: characterize undergraduate teaching rounds for surgical specialties. METHODS: a cross-sectional study was conducted of undergraduate ward rounds for surgical specialties at Dr. Carlos J. Finlay Central Military Hospital during the first semester of academic year 2010-2011. The sample was composed of 31 teachers and 35 interns. The survey designed for teachers included items such as teaching category, years of experience, academic degree and data on ward rounds. The survey for students, which was applied at the end of the general surgery rotation of their internship, inquired about the frequency and quality of ward rounds. RESULTS: 48.4 % of the teachers stated that ward rounds for their subjects were performed daily, and 45.2 % agreed that the number of participant students was adequate. Most students evaluated the quality of ward rounds as good. Their opinions were specially favorable when they referred to the subject general surgery (82.8 %). CONCLUSIONS: most teachers viewed undergraduate ward rounds for contents from surgical specialties as the main in-service training activity, and most students expressed their satisfaction with their quality.

Standardized Management System and Process for Teaching Ward Rounds of Clinical Practice of Medical Students / 昆明医科大学学报

Objective To establish a standardized management system and process for teaching ward rounds of clinical practice,so as to improve the quality of clinical practice. Methods (1) We established the system and process for teaching ward rounds. (2) The students of 2008 grade were divided into two groups. The new system and process for teaching ward rounds was used in 71 students in the experimental group,and the primary teaching ward rounds system was used in 72 students in control group. (3) A survey concerned about students' abilities of grasping theoretical knowledge, clinical thinking, self-study, clinical operation and doctor-patient communication were investigated in both students and their tutors. Result The result showed that the abilities of grasping theoretical knowledge,clinical thinking,self-study,clinical operation and doctor-patient communication in the experimental group were enhanced much more than the control group ( <0.01) . Conclusion The standardized management system and process for teaching ward rounds of clinical practice can improve the students, comprehensive abilities and the quality of clinical practice.

Teaching effect of applying idea of 'integrating world with specialty' in teaching ward-round / 中华医学教育探索杂志

Objective To investigate the teaching effect of applying idea of ‘ integrating world with specialty' in teaching ward - round.Methods Totally 112 undergraduates from department of anesthesiology in Chongqing medical university were randomly divided into 2 groups:group C and group T.The students in group C and group T were received traditional method and teaching ward-round applying idea of ‘integrating world with specialty' respectively.The teching effects were compared.Results Constituent ratio of performance of written test and defence of case analysis in group C and group T were respectively as follow,excellent ( 12％,19％) vs.(31％,37％),good (25％,19％ ) vs.(50％,44％ ),middle (54％,50％ ) vs.( 19％,13％ ),bad (9％,12％ ) vs.(0,6％ ),and there were statistically differences between the two groups.Conclusion Teaching ward-round applying idea of ‘ integrating world with specialty' integrates medical knowledge with social skills and common sense of life,making it easier for medical students to understand and master professional knowledge,as a result of improving the students' ability of problem analysing and solving.

Application effect of the seamless training model of "demonstration unit" / 中国实用护理杂志

Objective To discuss the application effect of seamless training model of "demonstration unit" on nursing teaching. Methods 210 nursing students from high professional schools from 2006 to 2009 were set as the experimental group, 210 nursing students of the same education background were selected as the control group. The experimental group adopted seamless training model of "demonstration unit", the control group used traditional segmental teaching mode. Teaching effect was compared between the two groups. Results The theoretic test results, operation and technological testing results and satisfaction degree with the teaching in the experimental group was higher than that of the control group. Conclusions The seamless training model of "demonstration unit" is approved by the patients, teachers and nursing students and improves the quality of clinical teaching. It should be used widely in clinical nursing education.

Case based learning used in the teaching ward round on oncology / 中华医学教育探索杂志

Case based learning was introduced in the teaching ward round on oncology. Our heuristic, interactive, discussion-style teaching model was focused on real clinical cases, by raising questions to discuss strategies for solving problems. Therefore, we can foster clinicians' ability of solving problems, their innovative spirit and team-work spirit so as to meet the requirements of multidisciplinary treatment in new era oncology.

Discussion on multiple-formed nursing teaching ward-round / 中国实用护理杂志

Objective To explore the effect of multiple-formed nursing teaching ward-round.Methods Trainings and practices about muhiple-formed nursing teaching ward-round were executed to clinical instruction teachers.Results 95.9%of nursing students were satisfied with the quality of nursing teaching ward-round.After training ang practices,the evaluation to the nursing teaching ward-round and the scores of theoretic and operation examination of nursing students raised significantly(P＜0.05).Conclusions The trainings and practices improve the teachers' ability of utilizing multiple-formed nursing teaching ward-round,which not only enhance the students' study initiative,but also improve the query of nursing teaching teaching ward-round.

An exploration of a new mode of nursing teaching ward round jointly organized by the school and hospital / 医学研究生学报

Objective:To explore a new way of nursing teaching round-making compatible with the nursing students at junior college,and to establish and improve the standards for its assessment.Methods:We performed a new mode of nursing teaching ward round jointly organized by nursing teachers of the school and clinical supervisors of the hospital among student nurses of Grade 2006 on four different subjects respectively,by going through the following four steps: establishing the subject,working out the plan,making the ward round and assessing the quality.Results:The average score on the quality assessment of the four subjects by teachers and students was 93.78.Conclusion:The new mode of nursing teaching ward round jointly organized by the school and hospital can make the best of nursing faculty resources,give full play to nursing students'potential and optimize this activity and facilitate the teaching of clinical nursing.