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Objective:To explore the value of multi-dimensional interaction combined with problem-based learning (PBL) teaching in the nursing practice teaching of emergency and critical care.Methods:A total of 110 nursing students who practiced in the First Affiliated Hospital of Xinjiang Medical University from June 2019 to March 2020 were selected as the control group, and the traditional teaching was adopted. In addition, 89 nursing students who practiced from June 2020 to December 2020 were selected as the research group, and multi-dimensional interaction combined with PBL teaching was adopted. The teaching quality was assessed through the comprehensive scores of the nursing students (departure examination + regular performance assessment) and nursing students' feedback on the teaching. SPSS 22.0 was used for t-test and Chi-square test. Results:The comprehensive scores of the nursing students in the research group were higher than those in the control group, and the difference was statistically significant ( P<0.001). Compared with the control group, the nursing students in the research group believed that multi-dimensional interaction combined with PBL teaching could improve nursing knowledge and skills, overall clinical nursing ability, self-management ability, clinical thinking ability, and the ability to analyze, judge and solve clinical nursing problems, group cooperation ability, communication ability between doctors, nurses and patients, emergency ability and rescue ability, and professional quality, with statistically significant differences ( P<0.001). Conclusion:Multi-dimensional interaction combined with PBL teaching can improve the theoretical and clinical practice level of nursing interns, and at the same time help to cultivate nursing talents with excellent comprehensive quality.
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ABSTRACT Objective: To analyze the satisfaction and self-confidence of Nursing students regarding the learning process, in the roles of participants and observers, in realistic simulation scenarios. Method: Observational study with 44 nursing college students in the south of Brazil. Data collection occurred from September to November 2018, through the application of the Learning Satisfaction and Self-Confidence Scale to realistic simulation scenarios. Data were analyzed using descriptive statistics and generalized estimating equations complemented by Bonferroni. Results: The level of satisfaction was 4.78 (±0.35) and self-confidence in learning was 4.46 (±0.39). Students in the 8th and 9th semesters had the highest means of self-confidence factor (p<0.001) when compared to the others. Conclusion: It was concluded that there was no statistically significant difference in the satisfaction and self-confidence in learning of nursing students with different roles in the simulation scenario.
RESUMEN Objetivo: Analizar la satisfacción y autoconfianza de los estudiantes de enfermería con el aprendizaje, en el papel de practicantes y observadores en escenarios de simulación realistas. Método: Estudio observacional con 44 estudiantes de enfermería de instituciones de educación superior del sur del país. La recolección de datos fue de septiembre a noviembre de 2018, a través de la Escala de Satisfacción en el Aprendizaje y Autoconfianza después de participar en escenarios de simulación realistas. Los datos se analizaron mediante estadística descriptiva y el modelo de ecuaciones de estimación generalizadas, complementadas por Bonferroni. Resultados: El nivel de satisfacción fue de 4.78 (±0.35) y la autoconfianza con el aprendizaje, 4.46 (±0.39). Los estudiantes de 8º y 9º semestres tuvieron las medias más altas con relación a los demás en el factor autoconfianza (p<0.001). Conclusión: Se concluyo que no hubo diferencia estadísticamente significativa en la satisfacción y autoconfianza con el aprendizaje de estudiantes de enfermería con diferentes papeles en el escenario de simulación.
RESUMO Objetivo: Analisar a satisfação e a autoconfiança de estudantes de Enfermagem com a aprendizagem, nos papéis de atuantes e observadores, em cenários de simulação realística. Método: Estudo observacional com 44 estudantes de Enfermagem de instituições de ensino superior do sul do país. A coleta de dados foi no período de setembro a novembro de 2018, através da Escala de Satisfação e Autoconfiança com a Aprendizagem após participação em cenários de simulação realística. Os dados foram analisados através da estatística descritiva e do modelo de Equações de Estimativas Generalizadas complementado por Bonferroni. Resultados: O nível de satisfação foi de 4,78 (± 0,35) e o de autoconfiança com a aprendizagem, de 4,46 (± 0,39). Os alunos dos 8º e 9º semestres foram os que apresentaram maiores médias em relação aos demais no fator da autoconfiança (p < 0,001). Conclusão: Conclui-se que não houve diferença estatisticamente significativa na satisfação e na autoconfiança com a aprendizagem de estudantes de Enfermagem com papéis diferentes no cenário de simulação.
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Objective:To explore the influences of WeChat platform combined with problem-based learning (PBL) teaching method on the theoretical examination results, practical skills scores and satisfaction of nursing students in operating room.Methods:A total of 124 undergraduate nursing students from June 2018 to December 2019 from the operating room of The Affiliated Women's and Children's Hospital, School of Medicine, UESTC were selected as the control group, among which, 62 nursing students from June 2018 to March 2019 were selected as the control group, and 62 nursing students from April to December 2019 were selected as the research group. The control group adopted the traditional teaching method, and the research adopted WeChat platform combined with PBL teaching method. The results of theoretical examination, skill practice, preparation for autonomous learning, critical thinking ability and teaching satisfaction were compared between the two groups. SPSS 23.0 was used for t test. Results:The scores of theory examination and skill practice in the study group were higher than those in the control group ( P<0.05); after practice, the scores of self-management, love of learning and self-control in the study group were higher than those in the control group ( P<0.05); after practice, the scores of the three dimensions of curiosity, truth seeking, systematization ability and total score in the study group were all higher than those in the control group ( P<0.05); the satisfactions of the research group on teaching content, teaching problem design and teaching effect were higher than those of the control group ( P<0.05). Conclusion:The combination of WeChat platform and PBL teaching method can improve the knowledge mastery level of nursing students in operating room, cultivate their self-learning ability and critical thinking ability, and nursing students are more satisfied with the teaching mode.
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Objective:To explore the effect of different teaching modes in medical students′education of cardiopulmonary resuscitation(CPR)skills.Methods:One hundred and fifty college students were randomly allocated to classroom teaching group(G1=50), problem-based learning(PBL)group(G2=50) and computer-based teaching group(G3=50)from March to December in 2019.The students′acquisition and retention of theoretical knowledge and skills were assessed before(baseline)and after the teaching(immediately), then 2 months and 6 months later.Results:One hundred and fifty college students participated in the study.Among them, 84(56.0%)were male, with an average age of 23 years old.Sixteen students(10.7%)had participated in similar CPR training.There was no significant statistical difference in the demographic characteristics of students among three groups.At four time points including baseline, after teaching(immediately), 2 months and 6 months later, there was no significant difference in the theoretical examination results among three groups( P>0.05). But after teaching, the scores of each group were improved.At the second time point(after teaching immediately), each group had the highest scores( P<0.05). Compared the scores of the second point, the ones of the third time point(2 months later after teaching)and the fourth time point(6 months later after teaching)decreased, but there was no significant difference between the two time points( P<0.05). There was no significant difference in the pass rates of skill exam at the time point of baseline among three groups( P>0.05). The pass rates of G2 and G3 were significantly higher than those of G1 at 2 and 6 months later after teaching( P<0.05), but there was no significant difference between two groups.After teaching, the passing rate of each group was significantly higher than that of the baseline, and there were significant differences in the passing rates of any other time points after teaching, with the passing rate decreasing.Students′ feedback showed that all of them could clearly understand the teaching objective and accept the difficulty of the course, and PBL and computer teaching modes were more acceptable. Conclusion:PBL and computer-based teaching modes have better learning effectiveness and acceptance, which can be used as supplemental training to conventional classroom teaching or as strategies to consolidate learning.Two months may be the time point for retraining.
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Na esteira de comemorações dos 20 anos de existência do curso de Psicologia da Escola Bahiana de Medicina e Saúde Pública (EBMSP), este artigo cumpre o objetivo de apresentar o histórico de surgimento e posterior desenvolvimento do método PBL (Problem Based Learning) no currículo do curso. Apresenta-se um breve panorama das mudanças socioeconômicas e culturais deflagradoras de novos modos de organização social impactando todas as dimensões da vida, sobremaneira o campo educacional. Descreve-se, em linhas gerais, o modo de operação do método PBL, como recurso pedagógico afinado com as demandas da sociedade contemporânea sem, contudo, deixar de indicar sua potência enquanto ferramenta crítica dessa mesma sociedade. Na discussão apresentada, isto depõe a favor do entendimento de que o emprego das metodologias ativas na educação, em atenção aos imperativos do novo cenário globalizado instituído, torna-se poderosa fonte de recursos para se elaborar o mal estar contemporâneo e promover condições de saúde mental. A inserção do método PBL no âmbito do curso de Psicologia da EBMSP ocorreu no ano de 2009. Desde então, seu desenvolvimento é demonstrado como um processo contínuo de construção coletiva, tendo por autores um grupo de docentes, o qual vem realizando a experiência de ministrar tutorias correspondentes aos componentes curriculares que abordam o ciclo de vida no eixo curricular 'Ser humano e Ciclo de vida'. Os efeitos deste trabalho são referidos pelos alunos, professores e pela qualidade da formação apresentada pelos alunos egressos.
In the wake of celebrations of the 20 years of existence of the Psychology course at the Bahiana School of Medicine and Public Health (EBMSP), this article emerges fulfilling the objective of presenting the history of the emergence and subsequent development of the PBL (Problem Based Learning) method in the curriculum of the course. A brief overview of the socioeconomic and cultural changes triggering new modes of social organization is presented, impacting all dimensions of life, especially the educational field. The mode of operation of the PBL method is described in general terms, as a pedagogical resource in tune with the demands of contemporary society, without, however, failing to indicate its potency as a critical tool of that same society. In the discussion presented, this demonstrates in favor of the understanding that the use of active methodologies in education, in attention to the imperatives of the new globalized scenario instituted, becomes a powerful source of resources to elaborate contemporary malaise and promote mental health conditions. The insertion of the PBL method within the scope of the Psychology course at EBMSP took place in 2009. Since then, its development has been demonstrated as a continuous process of collective construction by a group of teachers, who have been carrying out the experience of teaching tutorials corresponding to the curriculum components that address the life cycle in the curricular axis 'Human Being and Life Cycle'. The effects of this work are mentioned by the students, teachers and the quality of training presented by the alumni.
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Salud Mental , Enseñanza , Metodología como un TemaRESUMEN
@#AIM: To explore the teaching effect of problem-based learning(PBL)on cultivating students' clinical thinking in clinical practice teaching of ophthalmology. <p>METHODS: A total of 141 clinical undergraduate students were selected to attend the ophthalmology course in the first semester of the 2017-2018 academic year, students were randomly assigned to the traditional lecture based learning(LBL)teaching group of 69 and the PBL model teaching group of 72 in the clinical practice class. The two groups of students studied the same courses at the early stage, and there was no statistically significant difference in college entrance examination scores, gender, age, and practice time of ophthalmology(<i>P</i>>0.05). At the end of the internship, the teaching effects of the two teaching methods were compared and analyzed by means of students' curriculum assessment questionnaire survey and the clinical examination results. <p>RESULTS: The evaluation of students' satisfaction with the training of various abilities of the course showed that the satisfaction of each ability of the PBL teaching group was higher than that of the traditional teaching group(LBL). Among these abilities, there were statistically significant differences in learning interest improvement, knowledge expansion ability, problem-solving ability and doctor-patient communication ability(<i>P</i><0.05). The PBL group was higher than LBL group in terms of case analysis and skill operation in clinical assessment, and the difference was statistically significant(<i>P</i><0.05). <p>CONCLUSION: PBL teaching method is more effective in clinical practice teaching of ophthalmology, which is beneficial to train clinical thinking and improve teaching quality.
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@#Through comparing problem-based learning and lecture-based learning, the PBL teaching can improve the learning interest and self-learning ability of students and also can accomplish the task of teaching better.
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Objectiove To explore the teaching effectiveness of PBL teaching methods in the science of five senses teaching. Methods Random clinical medical students admitted in 2006 in our college were divided into 2 groups,PBL teaching methods were used in experimental group, and traditional teaching methods in the control group. Results The excellent and failure rates of the final exam scores of the students in the experimental group were 78.51% and 0.83% respectively,while in the control group were 47.62% and 8.73% respectively. After statistical treatment,compared with the excellent and failure rates in the experimental group and in the control group,the difference is of high significance. Conclusion The teaching effectiveness of PBL teaching methods in the science of five senses is better,which is worthy of promotion.
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Objectiove To explore the teaching effectiveness of PBL teaching methods the teaching of cardiothoracic surgery.Methods Random clinical medical intern students 2008-2009 in our department were divided into 2 groups,with PBL teaching methods used in experimental group,and traditional teaching methods in the control group.Results The excellent and failure rates of the exam scores of the students in the experimental group were 75% and 4% respectively.while in the control group were 43% and 18% respectively.After statistical treatment,compared with the excellent and failure rates in the experimental group and in the control group,the difference is of high significance.Conclusion PBL teaching method in cardiothoracic surgery in the teaching effectiveness of teaching is better,worthy of promotion.