The implementation and reflection of the application of cross-disciplinary joint teaching model on medical humanity courses / 中华医学教育探索杂志

Objective To explore the difference between the results of the cross-disciplinary joint teaching method and the traditional teaching method in medical humanity courses.Method 128 students in one military medical university were selected to be randomly assigned to the study group and the control group,using the cross-disciplinary joint teaching mode (study group,n=64) and traditional teaching mode (control group,n=64) in medical humanity courses.For the joint teaching mode,we compiled the teaching materials of medical humanities,formed the teaching team and organized the academic communication after class by social media.After all courses were finished,the subject cognition and approval of whole students were evaluated by the unified arranged examination and questionnaire.Then the data was processed by SPSS 18.0.Results On the aspect of subject cognition,the total scores of the study group were higher than control group in health law [(76.2 ± 3.34) vs.(72.5 ± 4.76);t=3.32,P=0.000] and medical ethics [(75.3 ±2.93) vs.(68.3 ± 3.10);t=4.01,P=0.000].On the aspect of subject approval,the recognition of the students of the study group in these three subjects were more than those of the control group except the selfevaluation of medical psychology (P=0.000).Conclusion The application of cross-disciplinary joint teaching method on medical humanity courses contributes evidently to the promotion of the medical humanity quality of clinical medical students.To implement this model,however,multi-sided resources are needed for colleges to coor-dinate,for perfect results require more practical exploration.

The Effects of Clinical Education Program for Nurses in Regional Public Hospital / 보건행정학회지

BACKGROUND: The purpose of this study is to evaluate the outcomes of clinical education program for nurses in regional public hospital, utilizing the Kirkpatrick's model. METHODS: Kirkpatrik's 4-level model was applied to this study. Trainees were asked to fill out questionnaires in the middle and at the end of the program. Also administrators of excellent trainees were asked to fill out the questionnaires regarding nursing management performance after 1-2 months from the end of the training course. RESULTS: All trainees had positive reactions to the clinical education program. Not only the results of individual level (satisfaction and achievement scores, academic achievement scores, practical application rate, and educational transition factors) but also the scores of organization level (nursing management performance scores) are improved. CONCLUSION: By showing a correlation between the effectiveness factors we need to verify the relationship between these factors in a future study. In addition, development of quantitative and qualitative performance indicators are needed. To establish a long-term education system, it is required to applying the excellent trainee's successful experiences.

Técnicas didácticas: método de caso clínico con la utilización de video como herramienta de apoyo en la enseñanza de la medicina / Teaching techniques: clinical case approach to the use of video as a tool to support

La enseñanza de las ciencias biomédicas o denominadas también básicas, en los programas de medicina de las Universidades de Colombia, es la base fundamental para el desarrollo continuo del razonamiento científico y clínico en los futuros profesionales facultativos para la evolución social y científica del país. La evaluación autónoma de la calidad interna, por parte de las instituciones educativas, se hace imprescindible para lograr, no sólo, la adquisición de conocimientos fácticos en forma significativa, sino también, la formación ética, estética y humanística de los estudiantes. La enseñanza y el aprendizaje de las ciencias Biomédicas implican aspectos teóricos, metodológicos e investigativos, así como una reflexión constante sobre el quehacer pedagógico, lo que implica la interdisciplinaridad, la integración básico-clínica y, por extensión, la didáctica y la aplicación de tecnologías de la información y la comunicación (TIC). En este escrito, se expone una experiencia pedagógica de tipo cualitativo fundamentada en Método de Caso Clínico (MdC), la cual se llevó a cabo dentro de la sección de Bioclínica de la Universidad El Bosque, se estructuró con el uso de TIC y se basó en un problema de impacto de morbilidad de Salud Pública para Colombia.

The teaching of biomedical sciences or also called basic medical programs at the Universities of Colombia, is the fundamental basis for the continued development of scientific reasoning and clinical professionals in future physicians, and therefore to the social and scientific the country. Therefore, the independent evaluation of internal quality by educational institutions is essential to achieve not only the acquisition of factual knowledge significantly, but also the ethical, aesthetic and humanistic students. Teaching and learning science involves Biomedical theoretical, methodological and research and a constant reflection on the pedagogical practice, which involves interdisciplinary, basic clinical integration, and by extension the teaching and application of new Information and Communication Technology (ICT). In this paper, presents a qualitative learning experience based on Clinical Case Method (MdC), which was held in the section Bioclinic of the University El Bosque, and was structured with the use of TICS and which was based on a problem of impact of disease of public health for Colombia.

Effect of Case Method on the Clinical Teaching of Medical Oncology / 昆明医科大学学报

Objective Explore the effect of case method on clinical teaching of Medical Oncology. Methods The case method was taken in the teaching of Clinical Oncology for trial group,and the traditional method teaching was taken for contrast group of our university. At the end of term, we made a questionnaire and statistics examination records. Results (1) It was conducive to good learning ability. Case method teaching in Clinical Oncology could cultivate student's ability to study independently. (2) Comparing examination records of the two groups, it also showed a significant difference ( <0.05) . Conclusion (1) Case method teaching has good teaching effect, and it can cultivate student's ability to study independently. (2) Application of case teaching method in Clinical Oncology received a very good teaching result, but the assessment system should be established and improved.

Application and evaluation of special topic combined with case teaching method in infectious disease / 中华医学教育探索杂志

Infectious disease has replaced methodology with the development of subject. Special topic combined with case teaching method is introduced into infectious disease. Practice has showed that,compared with traditional teaching method, special topic combined with case teaching method can arouse students' leaning interest, improve comprehensive analytical ability and innovate clinical performing skills.It is an effective clinical teaching method.

Making case discussions work

Case discussions are one of the most common teaching-learning activities being utilized in the education of health professionals. Despite this fact, many teachers are still not equipped with the proper skills needed in the conduct of successful case discussions. They still have uncertainties on how to go about preparing for and conducting case discussions with their students. This article hopes to provide readers with an understanding of the basic concepts related to case discussion, and provide practical tips on how to conduct case discussions useful for both the health professions educators and students. The advantages of case discussions in the development of critical thinking, reasoning, and decision-making, and its versatility of application, whether in small or large group settings, classroom or clinical settings, and for varying levels of students, make it a very viable teaching-learning activity in the unstructured environment of health professionals. Seven practical tips for teachers are given to help in the preparation, planning, and conduct of case discussions. It also emphasized the role of teacher as participant, guide, and evaluator during case discussions.

Application of case method teaching to emergency talent training in environmental hygiene / 中华医学教育探索杂志

Case method teaching is a heuristic,practical and open instruction approach. It was introduced to emergency talent training in Environmental Hygiene in order to highlight the capability training and develop a dynamic teaching mode instead of static one. Issues of necessity, feasibility,procedures and noticeable problems about application of case method teaching were dis-cussed.

Case——Teaching Method,the Embodiment of the Concept of Humanistic Education / 中华医学教育探索杂志

The concept of humanistic education is based on the concern of human beings and their abilities of development. Thus,it is an educational concept to optimize the teaching modules.It stresses the point that education must regard the develop- ment of human beings as the main line and human beings should be emphasized in education from the very beginning to the end. Case-Teaching Method which takes the students as the main part fully manifests the concept of humanistic education,in which all teaching activities and the processes closely revolve the students in order to train them to carry on their studies and to solve the problems independently.

Case method in gynecology of traditional chinese medicine / 中华医学教育探索杂志

Case Method is useful to helping the teacher teach students the knowledge of gynecological diseases and train their capability of clinical thought. The key of the Case Method is choosing the cases and designing teaching steps carefully.