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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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Nursing skill competitions are the wind vane for clinical nursing development, and the teaching concepts, proposition forms, and evaluation systems demonstrated by competitions have a strong reference value for nursing teaching. This article introduces the knowledge selection and integration from nursing-related courses according to the problems and objectives to be solved by drawing on the STEM education concept in comprehensive nursing practical training in the context of integration of competition and education. Realistic problem scenarios can be created with clinical cases as the carrier or main line, and then the Tanner clinical judgment model is used to guide students to conduct a comprehensive analysis of cases, thereby helping students to develop clinical thinking ability and comprehensive practical skills, so as to bridge the gap between the contents learned at school and nursing work in clinical practice and help nursing students adapt to clinical practice as soon as possible.
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Objective:To investigate the application effect of the Living Lab concept combined with the teaching model of case-based study (CBS) and reference-induced self-education (RISE) in thoracic surgery nursing teaching.Methods:A total of 132 nursing students who participated in 11 rounds of training (12 nursing students per round) in Department of Thoracic Surgery, The Affiliated Hospital of Inner Mongolia Medical University were included in the study, and according to the teaching method, they were divided into control group and observation group, with 66 nursing students in each group. The students in the control group received routine teaching, and those in the observation group received the Living Lab concept combined with CBS-RISE teaching. Assessment results were compared between the two groups, and the critical thinking ability and degree of satisfaction with teaching were evaluated for both groups. SPSS 22.0 was used to perform the t test. Results:Compared with the control group, the observation group had significantly higher objective question score (48.82±4.21 vs. 46.73±4.54, P<0.05), subjective question score (33.12±3.86 vs. 31.59±3.47, P<0.05), and total score (81.02±7.57 vs. 76.34±7.91, P<0.05). After training, compared with the control group, the observation group had significantly higher total score and scores of the dimensions such as truth seeking, open mindedness, analyticity, systematicity, self-confidence, inquisitiveness, and cognitive maturity ( P<0.05). The observation group also had a higher degree of satisfaction with teaching methods, teaching contents, and teachers compared with the control group ( P<0.05). Conclusion:In thoracic surgery nursing teaching, the application of the Living Lab concept and CBS-RISE can improve the assessment results of nursing students and enhance their critical thinking ability, with a high degree of teaching satisfaction among nursing students.
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Objective:To explore the methods of improving the clinical thinking ability of clinical medical interns in neurology department.Methods:Clinical medical interns from 2017 to 2018 were selected as the research subjects. The clinical medical interns in 2018 and in 2017 were set as the experimental group (98 people) and the control group (95 people). In the clinical practice of the neurology department, the experimental group was trained in clinical thinking ability, and the control group was trained by the traditional methods. Before the end of the internship, the self-made Clinical Medical Interns Clinical Thinking Ability Questionnaire was used to evaluate the teaching effect. SPSS 14.0 was used for t-test and Chi-square test. Results:The experimental group and the control group had the problems of one-sidedness, appearance, fixedness, passivity, laziness, simplification, confusion of clinical thinking. The clinical thinking problems in the experimental group were significantly improved than those in the control group ( P<0.001). There were significant differences in clinical thinking between the experimental group and the control group in terms of one-sidedness, appearance, fixedness, passivity and laziness ( P<0.05). In addition to language communication and expression ability, the self-assessment score of clinical thinking ability in the experimental group was statistically different from that in the control group ( P<0.05). Compared with the control group, there were also significant differences in the examination results of the experimental group ( P< 0.05). Conclusion:The implementation of clinical thinking training in neurology practice is conducive to cultivating students' clinical thinking ability and improving the quality of personnel training.
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Objective:To study the effect of magnetic nursing concept on improving nurses' nursing ability of extracorporeal membrane oxygenation (ECMO).Methods:In the study, 33 nurses of emergency intensive care unit of The First Affiliated Hospital of Nanjing Medical University from January 2019 to December 2020 were selected as the research objects. From January 2019 to December 2019, the Department carried out routine nursing management, and from January 2020 to December 2020, the Department implemented the management mode of magnetic nursing concept. The mastery of nursing knowledge of ECMO was analyzed by using scale, and the critical thinking ability and self-study ability of the nurses were compared before and after intervention. SPSS 22.0 was used to perform t test on the data. Results:After the intervention, nurses' mastery of respiratory system nursing, circulatory system nursing, fluid balance nursing, skin nursing, digestive system nursing, bleeding, anticoagulant problem nursing, hospital infection prevention and control, and pipeline nursing related knowledge of ECMO patients was significantly better than that before the intervention ( P<0.05). After the intervention, nurses' truth-seeking, open thinking, systematic ability, analytic ability, thinking self-confidence, thirst for knowledge, cognitive maturity and total scale scores were significantly higher than those before the intervention ( P<0.05). After the intervention, nurses' self motivation belief, task analysis, self-monitoring and regulation, self-evaluation and total score were significantly higher than those before the intervention ( P<0.05). Conclusion:The nursing management mode of magnetic nursing concept is of value in improving nurses' autonomous learning ability and critical thinking ability.
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Objective:To explore the role of blended learning in the undergraduate teaching of Clinical Biochemistry. Methods:The Batch 2017 medical laboratory technology undergraduates ( n=134) were selected as research objects, and the effect and opinions of blended learning were statistically analyzed by questionnaire survey and online-offline platform data. SPSS 23.0 was used to conduct rank sum test. Results:The application of blended learning in the Clinical Biochemistry teaching affected the learning effect in an all-round way. The average score increased from 70 (64, 76) to 79 (71, 85), with statistical difference ( Z=6.69, P<0.001). Conclusion:The combined application of blended learning, problem-based learning, flipped classroom and formative assessment is conducive to teaching students in accordance with their aptitude and cultivating students' clinical thinking ability.
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Objective:To explore the value of case analysis combined with role revelation in cultivating thinking ability of surgical nursing training.Methods:A total of 87 newly recruited nurses who needed to rotate in the surgical system of Fenyang Hospital, Shanxi Medical University from January 2019 to October 2020 were selected as the study subjects. They were divided into control group ( n=43) and study group ( n=44). The control group used traditional teaching, and the study group used case analysis combined with role revelation. The clinical thinking ability of nurses was evaluated by written examination of clinical thinking ability and clinical thinking ability score table. SPSS 22.0 was used for t-test. Results:The scores of written examination of clinical thinking ability (history collection, preliminary clinical diagnosis, preliminary nursing measures, auxiliary examination interpretation, comprehensive analysis of diagnosis and treatment process, nursing and discharge diagnosis, and health education) of nurses in the study group were significantly higher than those in the control group ( P<0.05). The scores of clinical thinking ability (critical thinking ability, system thinking ability and evidence-based thinking ability) of nurses in the study group were higher than those in the control group, and the difference was statistically significant ( P<0.05). Conclusion:Case analysis combined with role revelation in the surgical nursing training of new nurses is helpful to improve the trainees' clinical thinking ability.
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Objective:To explore the effects of concept map combined with team-based learning (TBL) teaching method on the examination results, critical thinking ability and teaching satisfaction of nursing interns.Methods:A total of 67 nursing interns in Guangyuan Central Hospital from March to October 2019 were selected and randomly divided into study group and control group. TBL teaching method was used in the control group, and concept map combined with TBL teaching method was used in the study group. The assessment results, critical thinking ability and teaching satisfaction of the two groups were compared. SPSS 22.0 was used for chi-square test and t test. Results:The theoretical knowledge and final examination scores of the study group were higher than those of the control group ( P<0.05); after teaching, the scores of curiosity, truth seeking, systematic ability and self-confidence and total scores of the study group were higher than those before teaching and those of the control group ( P<0.05); the satisfaction scores on having great value to clinical practice, improving learning initiative, helping to understand teaching content, cultivating cooperative learning ability and stimulating learning competitiveness in the study group were higher than those in the control group ( P<0.05). Conclusion:Concept map combined with TBL teaching method is beneficial for nursing interns to master learning knowledge, improve critical thinking ability and increase teaching satisfaction.
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Objective:To explore the practical role of massive open online course (MOOC) mode based on the cultivation of creativity and thinking ability in clinical human anatomy teaching.Methods:Two classes of clinical medicine students of Batch 2019 were selected in the study, and one class was control group ( n=73), which adopted the traditional teaching mode of face-to-face teaching; the other class was research group ( n=79) and the MOOC mode based on the cultivation of creativity and thinking ability for teaching was adopted. After the teaching, the students' creativity, thinking ability, self-learning ability and learning interest were compared, and the mastery of knowledge (theoretical scores and anatomical operation assessment) and satisfaction with teaching were compared between the two groups. SPSS 19.0 was used for t test, chi-square test and rank sum test. Results:The scores of creativity, thinking ability, self-study ability and learning interest of the research group were significantly higher than those of the control group after the teaching ( P<0.05). The scores of theoretical knowledge[(91.41±6.28) points] and anatomical operation[(87.41±7.25) points] in the research group were significantly higher than those in the control group after the teaching[(85.24±7.36) points and (80.26±6.38) points] ( P<0.05). There was significant difference in the distribution of teaching satisfaction between the two groups ( P<0.05), and the total satisfaction rate for teaching of the research group (94.94%) was higher than that of the control group (83.56%). Conclusion:The MOOC mode based on the cultivation of creativity and thinking ability in clinical human anatomy teaching can significantly improve students' creativity, thinking ability and self-learning ability, improve their learning interest and mastery of human anatomy knowledge, and improve their satisfaction with teaching.
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Objective:To explore the application of micro-lesson-based exploratory teaching in postgraduate emergency clinical teaching.Methods:A total of 48 intern graduate students in the Emergency Department of Shengjing Hospital affiliated to China Medical University from January 2019 to December 2019 were selected as the research objects. According to the admission time, they were divided into observation group (28 cases) and control group (20 cases). The control group used traditional teaching. The observation group adopted exploratory teaching based on micro-classes. Theoretical and practical operating ability, basic clinical quality and clinical thinking ability, as well as the evaluation of teaching effect and the satisfaction with teaching method and teaching quality were compared between the two groups. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical and practical performance scores of the observation group improved more than those of the control group ( P<0.05). The basic clinical quality and clinical thinking ability scores of the observation group improved more than those of the control group ( P<0.05). The improvement of the observation group's learning interest, learning efficiency, autonomous learning ability and comprehension memory scores was greater than that of the control group ( P<0.05). The observation group's satisfaction with teaching methods and teaching effects was significantly higher than that of the control group ( P<0.05). Conclusion:The use of micro-class-based exploratory teaching in postgraduate emergency clinical teaching can enrich students' theoretical knowledge, increase their learning motivation and interest in learning, and improve their practical ability, basic clinical quality and clinical thinking ability, which is a teaching method worth promoting.
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Objective:To analyze the application effect of day checklist model combined with fault finding and error correction method in the teaching of new nurses in neurology department.Methods:A total of 42 new neurology nurses accepted in the department of neurology from January 2019 to June 2020 were selected in the study and they were divided into control group and study group. The conventional group was given the conventional teaching method, while the study group was given the day checklist model combined with fault finding and error correction method, both of which were taught for 3 months. Assessment performance of theoretical knowledge and operational skills before and after teaching, critical thinking ability before and after teaching and satisfaction with the teaching after teaching in neurology nursing were compared between the two groups. SPSS 25.0 was used for t test and rank sum test. Results:After teaching, assessment performance of theoretical knowledge and operational skills, the 7 dimensions of critical thinking ability scores and the total scores were higher than those before teaching, and the study group did better than the control group ( P < 0.05). There were significant differences between the 2 groups of new nurses in the distribution of satisfaction with teaching ( P < 0.05), and the total satisfaction rate of the study group (100.00%) was higher than that of the control group (80.96%) ( P < 0.05). Conclusion:Using the method of day checklist model combined with fault finding and error correction method in the teaching of new nurses in the neurology department can improve their assessment results, enhance their critical thinking ability and improve the teaching satisfaction.
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Objective:To analyze the effect of using reflective teaching method based on quality feedback in clinical teaching of hemodialysis.Methods:From January 2019 to May 2020, 76 hemodialysis interns from West China Hospital of Sichuan University were selected and randomly divided into 2 groups. The routine group interns were taught by routine clinical teaching, and the observation group was taught by the reflective teaching based on quality feedback. The teaching time last 3 months. The thinking ability of the two groups before and after teaching and the satisfaction of the interns with the clinical teaching mode were compared. SPSS 22.0 was used for t test and χ2 test. Results:The theoretical and practical assessment scores of the observation group were higher than those of the routine group ( P<0.05). After teaching, the scores of the two groups were all increased in the dimensions of truth-seeking, analytical ability, open thinking, systematic ability, confidence in critical thinking, cognitive maturity and curiosity. And the scores of the above dimensions of the observation group were higher than those of the routine group ( P<0.05). There were significant differences in the satisfaction distribution of the two groups of interns with the clinical teaching mode, and the total satisfaction rate of the observation group was higher than that of the routine group ( P<0.05). Conclusion:The implementation of reflective teaching based on quality feedback in clinical teaching of hemodialysis can improve the teaching effect, enhance the thinking ability of interns, and improve their satisfaction with the clinical teaching model.
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Clinical laboratory diagnostics is an important secondary discipline in clinical medicine.Postgraduate students in clinical laboratory diagnostics are indispensable members of the future medical team.In view of the current situation about insufficiency of logical thinking ability of these graduates,this paper starts from the aspects of thought,theory,practice and effect test,and then enumerates examples to explore the reasonable training strategy of multi-level graduate students' logical thinking ability,in order to benefit the current graduate students in this major.
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There are some problems in clinical teaching of cardiovascular medicine, such as insuf-ficient attention to the "three bases" skills, not teaching trainees in accordance with their aptitude ade-quately, monotonous instructional mode, and assessment becoming a mere formality. Aiming at these prob-lems, we have explored the training methods of medical talents adapted to the modern medical model, and improved the clinical basic skills and thinking of the students and the quality of teaching through such measures as paying close attention to basic skills training, standardizing ward rounds, paying attention to teaching students in accordance with their aptitude, and reforming teaching methods and assessment modes.
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Objective To explore the effect of collaborative teaching mode oncritical thinking ability, specialized knowledge score and core competence of intern nurses. Methods 130 intern nurses who worked in the department of Obstetrics and Gynecology in our hospital from January 2015 to October 2017 were selected and randomly divided into control group and observation group by random number, and each group had 65 cases. Traditional nurse intern teaching mode was adopted in control group, while the observation group received collaborative teaching mode. After two months, the critical thinking ability, specialized knowledge score and core competence of intern nurses in each group we compared. Results l)Critical thinking ability:Seven dimensions of critical thinking ability including confidence, open mind, truth seeking, systematic ability, analytical ability, knowledge desire, cognitive maturityof intern nurses in observation group were significantly better than the control group(P＜0. 05). 2)Specialized knowledge score: The specialized knowledgescore in observation group was significantly higher than the control group (P＜0. 05). 3)Core competence: Core competence in four dimensions includingpersonal characteristics, clinical nursing ability, interpersonal communication ability, professional construction ability and development ability in observation group was significantly higher than the control group(P＜0. 05). Conclusion Compared with traditional teaching mode, collaborative teaching mode can significantly improve the critical thinking ability, specialized knowledge score and core competence of intern nurses.
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Objective Evaluation the effect to improve the eight-year program medical students` comprehensive ability between standard of PBL mode and complex scenarios PBL mode.Methods To comparative improved teaching quality between complex scenarios PBL teaching mode and standard of the PBL teaching mode by final exam scores and DREEM scale.Results The complex scenarios PBL teaching mode improve the ability of problem solving score significantly higher than the standard scores of PBL teaching mode at the start of analyzing questions and help students to stimulate interest, increase self-confidence, (P<0.05).Comparative analysis shows the comprehensive thinking ability of medical students has improved significantly.ConclusionsComplex scenarios PBL teaching mode can improve the ability of handling the students` study enthusiasm, comprehensive ability and strain capacity more effectively than that of standard PBL teaching mode.The obvious effect is worth promoting.
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With the goal of practice teaching for laboratory medicine students, we focus on culti-vating students' clinical thinking and scientific thinking through setting up reasonable teaching task and designing the scientific graduation thesis, and try to develop a novel practice teaching mode for laboratory medicine students. Therefore, we do exploration and practice in the following aspects: orientation training, clinical practice, medical ethics education, clinical communication ability, and scientific research design, hoping to improve students' research thinking ability and innovation ability. Through actual operation and graduation thesis writing, we try to help students to establish and improve their clinical thinking ability and innovation ability.
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Three-orientation medical talent training mainly include humanistic quality cultivation, professional quality and physical and mental quality. With professional ability as the guidance of profes-sional quality education requires students not only to grasp skilled medical technology, but also have the ability to enhance the medical technology. Based on the orientation of training target, this research mainly from habit set, authority set, set the multitude and empirical mind-set four aspects in this paper, the critical thinking, and put forward problems from finding problems, and expounds the innovative thinking of concise problem.
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Developing the clinical thinking ability and therefore improving the clinical practice ca-pacity are the core of the quality-oriented education and in the current medical education reforms. The rea-sons for retarding the development of clinical thinking ability in dental clinical probation were herein dis-cussed. According to the similarity between mind mapping and clinical thinking, drawing mind map was used in the creation of the clinical knowledge system; various teaching techniques were used and classical clinical cases were shown; role playing as dentist and patient was used to mimic the clinical circumstance;dentist-patient communication was emphasized and methods to evaluate the clinical thinking ability were also developed. These strategies effectively developed the clinical thinking ability of the dental students.
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Physiology experiment can effectively stimulate the enthusiasm of the students to explore the scientific truth by providing the opportunity to observe real physiological phenomena,analyze,discuss and solve practical problems.Lab-based learning (LBL) and theory teaching have complementary advantages,promoting each other and can maximize the use of teaching resources.During the process of physiological LBL,training of students' thinking ability by creating problem situation,inspiration and guidance,carrying out exploring experiments can develop students' intelligence,promote innovation,improve the teaching effect.