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Objective:To explore the practice of comprehensive teaching based on multiple evaluation in general surgery practice teaching.Methods:A total of 83 students were selected from the General Surgery Department, The Second Affiliated Hospital of Harbin Medical University. Among them, 40 interns used traditional teaching (control group) and 43 interns used comprehensive teaching based on multiple evaluation (experimental group). After the teaching, the assessment results of the theoretical knowledge and skill operation of the two groups of interns were evaluated, and the instructor evaluated the comprehensive ability of the interns, and evaluated the teaching satisfaction and teaching feedback results. SPSS 24.0 was used for t-test and Chi-square test. Results:After the teaching, the examination scores of interns' theoretical knowledge and skill operation in the experimental group [(94.24±2.28) points and (92.33±2.58) points] were higher than those in the control group [(90.56±2.37) points and (88.75±2.41) points]. The scores of independent learning ability, independent thinking ability, logical thinking ability, group cooperation ability, and humanistic care ability of interns in the two groups after teaching were significantly higher than those before teaching, and the scores of each ability in the experimental group were higher than those in the control group ( P<0.05). The total satisfaction rate of interns in the experimental group [95.35% (41/43)] was higher than that in the control group [75.00% (30/40)], and the difference was statistically significant ( P<0.05). The experimental group in improving the participation and learning efficiency of interns in teaching activities [97.67% (42/43), 90.70% (39/43)] was significantly higher than the control group [75.00% (30/40), 70.00% (28/40)] ( P<0.05). Conclusion:The application of comprehensive teaching based on multiple evaluation in general surgery practice teaching can help improve the interns' theoretical knowledge and skill operation performance, improve their comprehensive ability and teaching satisfaction, and improve their learning enthusiasm and efficiency, which deserves promotion and application.
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Objective:To explore the practical effect of the comprehensive teaching method based on King's up-to-the-standard theory on the clinical teaching of oncology department.Methods:From August 2019 to June 2020, 60 interns of oncology department were selected and randomly divided into control group and study group. The control group was given conventional clinical teaching method, and the study group was given comprehensive teaching method based on King's up-to-the-standard theory (including PBL, CBL, scenario simulation, MOOC, etc.) for 3 months. The theoretical and practical assessment results of the two groups after 3 months were compared. The post competency of the two groups before and after teaching, and the satisfaction of the two groups with the teaching mode were compared. SPSS 26.00 was used for t test and chi-square test. Results:There were significant differences in the distribution of theoretical and practical examination results between the study group and the control group ( P<0.05), and the excellent and good rate of the former was higher than that of the control group ( P<0.05). There were no significant differences in the scores of professional ethics, professional ability, interpersonal communication and team cooperation, teaching and scientific research direction between the two groups before teaching. However, the scores after teaching were higher than those before teaching, and study group had higher scores than the control group ( P<0.05). The satisfaction scores of the study group were higher than those of the control group in stimulating learning interest, promoting learning initiative, improving the ability of analyzing and solving problems, cultivating critical thinking, cultivating doctor-patient communication ability, cultivating team spirit, improving literature review ability, broadening knowledge, guiding future clinical work and enhancing self-confidence ( P<0.05). Conclusion:The application of the comprehensive teaching method based on King's up-to-the-standard theory in the clinical teaching of oncology department can improve the examination results and post competency of interns, and also improve their satisfaction.
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Objective:To explore the application effect of comprehensive teaching based on Dewey's educational theory in the teaching of standardized training of electrocardiogram (ECG).Methods:A total of 60 residents who were accepted by the ECG Room of Linyi Central Hospital from January 2019 to December 2019 were randomly divided into control group and study group. The control group received regular teaching, and the research group received comprehensive teaching based on Dewey's educational theory, both of which received the standardized training for 3 months. The results of the two groups of ECG theoretical knowledge assessment, the diagnostic accuracy of various types of heart disease ECG performance, the clinical thinking ability before and after the training, the classroom participation after the training, the teamwork ability, the teacher-student communication ability, and the degree of recognition of teaching methods were observed as indexes. SPSS 22.0 was used for t test and chi-square test. Results:The basic knowledge, picture analysis, expanded questions and answers scores and total scores of the theoretical knowledge of ECG in the study group were higher than those in control group ( P<0.05), and the correct rates of diagnosis of ischemic cardiomyopathy, arrhythmia, atrioventricular hypertrophy and congenital heart disease were 96.67%, 100.00%, 96.67% and 100.00% respectively, which were higher than 73.33%, 80.00%, 70.00% and 66.67% respectively in the control group ( P<0.05). The systematic thinking ability, logical thinking ability, critical thinking ability, evidence-based thinking ability, network thinking ability, imaginative thinking ability, horizontal thinking ability and vertical thinking ability scores were increased in both groups after the training, of which the study group were higher than the control group ( P<0.05). After the training, the study group scored higher in class participation, teamwork ability, teacher-student communication ability, and teaching method recognition than the control group ( P<0.05). Conclusion:The application of comprehensive teaching based on Dewey's educational theory in the teaching of ECG standardized training can help residents master the knowledge of ECG theory and ECG performance of various types of heart diseases, and enhance their clinical thinking ability.
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Objective:To explore the application effect of the goal-oriented comprehensive teaching method in the rotation of breast surgery residents.Method:A total of 40 residents who rotated in the Department of Breast Surgery of Xiangya Hospital of Central South University from January 2019 to January 2020 were selected as the control group, and another 41 residents who rotated from February 2020 to February 2021 were selected as the study group. The control group adopted the traditional teaching method, while the study group adopted the goal-oriented comprehensive teaching method. The scores of theory and skill operation examination after teaching, nurses' clinical ability before and after teaching and satisfaction with teaching were compared between the two groups. SPSS 25.0 was used for independent sample t test, paired t test and chi-square test. Results:After teaching, the scores of theory and skill operation in the study group were significantly higher than those in the control group [(86.19±4.64) vs. (79.27±5.36), (89.32±5.47) vs. (84.51±6.22)], with statistical differences ( P<0.05). After teaching, the scores of clinical abilities of the two groups were higher than those before teaching ( P<0.05), and the scores of clinical abilities of the study group were higher than those in the control group, with statistical differences ( P<0.05). The satisfaction with teaching form, content, effect and comprehensive evaluation of the study group were higher than that of the control group, with statistical differences ( P<0.05). Conclusion:The application of the goal-oriented comprehensive teaching method in the teaching of rotation training of residents in the department of breast surgery can enhance their learning and mastering of theoretical knowledge, operational skills and the cultivation of clinical ability, and improve the teaching quality, with high teaching satisfaction.
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Objective To evaluate the effect of modern comprehensive three-dimensional teaching method in clinical practice of respiratory medicine. Method The problem based teaching method PBL (problem-based learning), the standardized patient-based practice SPE/Xs (standardized patient experiences/exam) and Mini clinical examination practice Mini-CEX (Mini clinical examination exercise) method and other methods were organically combined and used in respiratory medicine clini-cal practice, and it was named“modern comprehensive three-dimensional teaching mode”. 60 students were randomly divided into the modern comprehensive three-dimensional teaching method group (30 students) and the traditional teaching method (SBL) (30 students), using the modern com-prehensive three-dimensional teaching method and the SBL breathing internal medicine practice teaching respec-tively. After the teaching, the methods of performance testing and questionnalre survey were used to evaluate the teaching effect of two groups of students. SPSS software was used to compare t test. Results The test results of modern three-dimensional integrated teaching method group was (86.91±4.77), higher than that of the control group (79.00±7.51) points (t=12.4, P=0.026 0). In the subjective questions (such as discourse analysis problem and case), modern three-dimensional integrated teaching group (47.63± 2.14) points is obvi-ously superior to the traditional group (36.00±6.71) points (t=21.6, P=0.001 9). According to the results of the survey, the modern comprehensive teaching method can improve students' subjective initiative and enthusiasm for learning, improve students' ability of comprehensive analysis, promote the formation of clinical thinking, and help students master the basic knowledge and basic skills of respiratory diseases. Conclusions In the respiratory medicine teaching, implementation of modern comprehensive three-dimensional teaching method is helpful to improving the teaching effect.
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Objective To explore teaching effect of comprehensive teaching mode of PBL combined with CBL in ophthalmologic cataract clinical teaching.Methods 2008 grade clinical majors (n =80) in class 1 as experimental group were taught by comprehensive teaching mode of PBL combined with CBL while those (n =83) in class 2 as control group were taught by traditional LBL teaching mode.After the courses,the teaching effects of two methods were compared.SPSS 11.5 software was used for statistical analysis,x2 test for satisfaction survey and t-test for theoretical examination scores.The test level is α =0.05.Results There were significant differences between experimental group and control group in improving comprehensive quality and developing clinical thinking.Scores of understanding knowledge,case analysis and total scores of experimental group were higher than those of control group (all P ＜ 0.05).Conclusions Comprehensive teaching mode may improve the teaching effect of cataract clinical teaching,but it need to be explored and improved continually in practice.