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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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Objective:To investigate the application of modified mini-clinical evaluation exercise (Mini-CEX) in the probationary teaching of dermatology and venereology for eight-year program students.Methods:From 2019 to 2020, a modified Mini-CEX was used to grade 58 eight-year program students at the Third Affiliated Hospital of Sun Yat-Sen University at the early, middle, and late stages of the probationary teaching of dermatology and venereology. The modifications included refining various evaluation indicators. Specifically, medical history collection involved dynamic changes in rashes, negative symptoms with differential diagnostic significance, past history/personal history/family history, and other important medical history; physical examination involved the specialized condition of rashes, systematic physical examination, and negative signs with differential diagnostic significance; humanistic care involved caring for patients, health education, and privacy protection; clinical judgment involved principles of diagnosis, differential diagnosis, and treatment; communication skills involved proficiency, prioritization, and body language; organizational effectiveness involved time allocation, patient compliance, and preparation work; overall performance involved calmness and fluency, neat writing, and preliminary clinical thinking. SPSS 20.0 was used to perform the t test. Results:Compared with the early stage of probation, the 58 eight-year program students improved their scores in clinical comprehensive ability evaluation and scores in each specific evaluation at the middle and late stages of probation ( P < 0.001). The dynamic changes in rashes and the specialized situation of rashes (identification and description of rashes) were specific to this discipline. Conclusion:The modified Mini-CEX is an objective, comprehensive, concise, and efficient assessment tool, which meets the needs of teaching reform and practice of dermatology and venereology.
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Objective:To evaluate the effect of the task-based learning (TBL) teaching mode on improving the knowledge of clinical skin diseases for non-dermatology and venereology residents.Methods:Sixty internal medicine physicians who had undergone standardized residency training in the Department of Dermatology and Venereology of Affiliated Zhongshan Hospital of Dalian University from January 2017 to December 2019 were selected as the research subjects, and they were randomized to experimental group and control group in average. The experimental group adopted the TBL teaching mode, and the control group adopted the traditional teacher-student internship model for the residency training. After one month of regular rotation, we observed the theoretical assessment and clinical case consultation of the two groups. The questionnaire was set for evaluating the satisfaction of physicians on the effectiveness of the residency training. SPSS 19.0 was performed for t test. Results:The average theoretical scores of the experimental group were (82.80±4.31) points, and those of the control group were (77.20±4.41) points. The average scores of the clinical case diagnosis and treatment in the experimental group were (54.73±2.65) points, and those of the control group were (44.13±4.26) points, and the experimental group scored significantly higher than the control group ( P<0.001). The average scores of the satisfaction survey questionnaire in experimental group were (78.13±2.87) points, and those of the control group were (63.73±4.32) points. The experimental group scored significantly higher than the control group ( P<0.001). Conclusion:The TBL teaching mode can promote non-dermatology and venereology professional physicians to have a certain theoretical basis of dermatology and venereology and the ability to solve practical problems.
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Taking the course's characteristics and advantages into account, this study explores the systematic implementation of standardized teaching rounds in the clinical probation sessions of the Dermatology and Venereology course , and evaluates its effect by analyzing the cases of 125 medical students from grade 2015 of Sun Yat-sen University . The results showed that the implementation of standardized teaching rounds has positive effect on the course.
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A total of 105 undergraduate students of the class 2014 majoring in clinical medicine in Sun Yat-Sen University received probation teaching in our department from October 2017 to May 2018,according to the syllabus of dermatology and venereology of clinical medicine.Senior teachers in our department were responsible for probation teaching,with the help of the independent wards in our department and probation teaching at the outpatient service.The teachers recorded the whole teaching process and evaluated the students' memory after probation.Through the teaching in wards and at the outpatient service,the students mastered the requirements in the syllabus of dermatology and venereology and achieved good results.
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Medical ethics education in clinical practice stage is especially critical to improve medical students' humanistic, medical ethics and professional accomplishment. Compared with other clinical disciplines, dermatology and venereology has many characteristics. To strengthen medical ethics education in dermatology and venereology clinical practice, we should persist in promoting and cultivating core values of Chinese socialism, accurately grasp the characteristics of various skin diseases, educate and guide students to flexibly apply the basic principles of ethics and improve their ethical decision-making ability. In the process of teaching implementation, we should pay attention to the coordination of education, enrich teaching means and strengthen practical teaching, so as to improve the quality of education.
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Objective To explore the application of PBL in dermatology and venereology teaching. Method According to random principle, 120 students were divided into experimental group and control group (60 students per group). The experimental group received PBL, and the control group received tradi-tional teaching. The teaching contents included systemic lupus erythematosus, pemphigus, psoriasis, syphilis. The course needed 16 periods totally . the traditional teaching group applied 8 classes extensive class teaching and 8 classes clinical trainee, and the PBL teaching group implemented case-based teaching 4 hours each time. Teaching satisfaction evaluation and test scores would be analyzed at the end of the semester. SPSS 17.0 was used for t test. Results The teaching satisfaction (contains professional values and ethics, communication skills, clinical skills, community health and health systems, information management, critical mind and research, etc.) of experimental group was higher than control group (P<0.05); The test scores of experimental group was higher than control group (P<0.05), especially in total score of theoretical examina-tion, comprehension and application. The difference mainly came from PBL teaching (P<0.05). Conclusion PBL is conductive not only to the comprehension and application of knowledge but to training the students' abilities of independent learning.
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Objective Purpose to study the domestic conditions of co-authorship in the field of dermatology and venereology in recent five years.Methods Taking 9 higher impact factor periodicals of the field as samples and using UCINET software to conduct research from following three perspectives,density,degree centrality,betweenness centrality and subgroup analysis.Results The density of co-authoring network is 0.3313.SUN Jian-fang possesses the highest value of degree centrality,and HUANG Chang-zheng's value of betweenness centrality is the highest.Ten 2-plexes are found in 122 core authors.Conclusions The study found that papers in this field have a high co-authored rate.But the lower network density and isolated nodes indicate that the connection between core authors is loose.There are more notable differences between active authors than inactive ones.The consistency of overall network is poor and other authors’ dependence of central authors is weak across the entire network.Meanwhile,authors of this field have not yet formed a subgroup phenomenon.
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Objective To study the effect of theory and practice integrated teaching in der-matology education and to explore the effective teaching means. Methods 53 five-year program stu-dents of Grade 2008 who major in clinical medicine were subjects. 26 students involved in the inves-tigation were taught with theory and practice integrated teaching. 27 students were taught with tradi-tional teaching method. In order to understand the teaching effect, we use questionnaire in experimental group and carry on comprehensive evaluation in both group at the end of the course . Descriptive statistics method was applied to describe the experimental group students' evaluation of the theory-practice integration teaching methods; The results of the two groups of students were applied t-test to perform statistical analysis and the difference was statistically significant (P<0.05). Results The stu-dents in the experimental group hold positive attitudes to theory and practice integrated teaching. 25 students (96.2%) in experimental group confirmed the necessity of it and considered that it could improve the communication skill. 24 students (92.3% ) confirmed it attractive and considered that it could improve the learning interest and capacity of clinical practice. 23 students (88.5% ) thought active learning and learning efficiency were promoted and theoretical knowledge was consolidated. 22 students (84.6%) considered that it could promote the comprehension of dermatology. Besides, the ex-perimental group students' medical ethics, theory and skills were significantly higher than those of the control group (P<0.05). Conclusion Theory and practice integrated teaching in dermatology edu-cation is effective. It can promote students' learning interest and initiative. It can improve the profes-sional quality of students and comprehensive quality of teachers.
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To explore the application of Problem-Based Learning( PBL) method in the clinical teaching of dermatology,we discuss the specificity in teaching and problems in application of dermatology and venereology from the relations between dermatology and venereology and other subjects,between summary and each chapters,and the relationships between each diseases.