RÉSUMÉ
Objective:To investigate the effects of the hybrid scenario simulation teaching method based on small private online courses (SPOC) in undergraduate clinical teaching of pediatric dentistry.Methods:A total of 44 students of dentistry practicing in the Department of Pediatric Dentistry, The Third Affiliated Hospital, The Air Force Military Medical University, from January 2020 to December 2021 were selected, with 23 students practicing from January to December 2020 in control group (receiving traditional teaching) and 21 students practicing from January to December 2021 in experimental group (employing SPOC-based hybrid scenario simulation teaching method). At the end of the internship, an exam was given to assess the students' doctor-patient communication and standardized operation, and parental satisfaction and students' satisfaction were scored. SPSS 20.0 software was used to perform the independent samples t test for data analysis. Results:Compared with the control group, the experimental group had significantly higher scores of doctor-patient communication [(82.83±2.09) points vs. (88.40±2.22) points] and standardized operation [(82.26±4.38) points vs. (86.67±2.62) points] as well as significantly higher scores of parental satisfaction and students' satisfaction [(18.85±1.73) points vs. (20.71±0.85) points] and [(17.37±0.98) points vs. (20.57±0.66) points; all P<0.05]. Conclusions:The SPOC-based hybrid scenario simulation teaching method can effectively improve the quality of clinical teaching for undergraduate internships in pediatric dentistry, especially for cultivating doctor-patient communication ability.
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Objective To explore the effect of scenario simulation teaching method in the training of cardiopulmonary resuscitation (CPR) for junior surgical residents. Methods 133 junior residents (working life<3 years) in the author's hospital rotating Cardiac Surgery department were selected and divided into control group (n=65) and observation group (n=68), in which the control group adopted traditional classroom teaching: teacher explanation-demonstration-student practice-teacher counseling; the observation group adopted scenario simulation teaching: teacher explanation-demonstration-student practice-teacher counseling scenario simulation. Before and after training, two groups both received the CPR theory and double operation assessment , comparing the difference of assessment scores between groups before and after training . Results There was no statistically significant difference in the demographic characteristics between the two groups. The assessment scores of CPR theory and operation were improved in both groups after training, and there were significant differences (P=0.000). There were no statistically significant differences in the CPR theory and operation assessment scores between the two groups before training (P>0.05);compared with the scores of CPR operation between the two groups after training, the observation group [(84.62±3.94)] was significantly higher than that of the control group [(79.68±5.45)] and there were significant statistical differences (P=0.000), while there was no statistically significant difference in CPR theory assessment scores between the two groups (P>0.05). Conclusions Both traditional classroom teaching and scenario simulation teaching methods could improve the CPR theory and skill level of the surgical junior resident, but situa tional simulation teaching method is better than traditional classroom teaching method in improving students' CPR performance.
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Objective to explore the value of scenario simulation combined with PDCA cycle in the training of newly recruited staff of the radiology department. Methods thirty newly recruited members of the radiology department were selected as research subjects and received three months of training using scenario simulation combined with PDCA cycle teaching. The subjects took examinations before and after the training to estimate its effect on the their first-aid related knowledge and skills, as well as the apprehension of professional knowledge; questionnaires were used to collect the subjects' self-evaluation and their feedbacks for the training. T test was conducted using SPSS 20.0. Results the scores of first aid related knowledge, first aid instrument use, first aid skills and first aid ability after training were significantly higher, and the differences were statistically significant. After the training, the staff's performance in terms of noun explanation, problem solving and essay questions was significantly higher than that before the training, and the overall performance was significantly improved. More than 90％of the new recruits believed that scenario simulation combined with PDCA had practical effects on improving clinical practice ability , knowledge understanding, comprehensive analysis, problem solving ability and cooperative ability. More than 85％ of the subjects considered it helpful for mastering the teaching content , improving learning efficiency , developing independent learning ability and stimulating learning interest. Conclusion scenario simulation teaching combined with PDCA can improve new employee's learning interest and teaching satisfaction, and further improve doctor-patient communication ability and training effect.
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Objective To probe into the effect of diversified teaching methods in the teaching of di-agnostics and clinical probation.Methods One hundred clinical undergraduates were randomly divided in-to experimental class (fifty students) and traditional class (fifty students). The experimental class was based on the textbook of diagnostics.It used PBL to share teaching resources with teachers and students,and used electronic simulation and standardized patients to carry out clinical probation in combination with clinical practice. Through the objective structured clinical examination and questionnaire survey, students' learning situation of two classes was analyzed. R 3.3.3 was used to perform t test or χ2test for the data of two classes. Result The evaluation results show that the average scores of the students in the experimental class OSCE are excellent, and the average scores of the tests are higher than those of the traditional class, and the difference is statistically significant (P<0.05). The result of questionnaire showed that the students of experimental class were more satisfied than the traditional class students (P<0.05) in all aspects. Conclusions Diversified teaching methods are beneficial to cultivating students' theoretical practice trans-formation ability,clinical thinking ability and independent problem solving ability.
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Objective To compare scene simulation teaching method with traditional methods on training in cardiopulmonary resuscitation (CPR) for the practice students. Methods A convenience sample of 62 nursing students in the emergency department of our hospital in 2014 were recruited as the observation group,and 75 practice students in 2013 were recruited as the control group. The observation group used the scene simulation teaching method for students and the control group used the traditional methods. The students′theoretical knowledge, operation skill of CPR and total score of core capability were compared between two groups. Results The theoretical knowledge, operation skill of CPR and total score of core capability in the observation group were (85.23±6.36), (86.90±4.85), (217.98±6.06), significantly higher than those of the control group, which were (75.36±7.77), (82.38±8.84), (209.33±8.91), t= 8.02, 3.60 and 6.50, P<0.01. Conclusions The scene simulation teaching method is an effective form of emergency department training in CPR, help to improve students practice ability and the ability of emergency cardiopulmonary resuscitation.
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Objective:To analysis and discussion the effects of undergraduate nursing students to improve results in digestive endoscopy nursing skills by using situational approach.Methods: One hundred undergraduate nursing students of 2010 session in our school were randomly divided into a control group and the experimental group, control group used to explain the observation approach, the experimental group to implement the simulation methodology in this basis, two months later, to evaluate the effect of the digestive endoscopy nursing skills for both two groups.Results: Post-intervention, control group of digestive endoscopy theoretical knowledge points, skills to operate were 81 points, 62 points; experimental group theoretical knowledge of digestive endoscopy division, operating skills were 91 points, 81 points, The experimental group was significantly better than the control group.Conclusion: The situational approach can effectively improve the nursing theoretical knowledge and skills for undergraduate nursing students in the process of digestive endoscopy nursing.