RÉSUMÉ
El desarrollo sostenible y sustentable de nuestro mundo, es un punto clave en la mejora de la salud. Aplicando estrategias inteligentes y "verdes" constituyen la mejor y única opción en estos momentos para mejorar la pobreza en el mundo entero. En ese sentido, las habilidades adquiridas de investigación en ambientes sostenibles constituyen la base imprescindibles en los estudios de postgrado: maestría y doctorado, ya que estos nuevos profesionales serán los responsables de llevar a cabo esta nueva manera de vivir. En este trabajo se determina, cómo los estudiantes de posgrado se enfrentan a las habilidades de investigación: pensamiento crítico, comunicación oral y escrita, y habilidades de investigación sostenible y sustentable(AU)
The sustainable development of our world is a key point in improving health. Applying intelligent and "green" strategies, constituting the best and only option at this time to improve poverty in the entire world. In this sense, the skills acquired in research on sustainable environments constitute the essential base in postgraduate studies: master's and doctorate, since these new professionals will be responsible for carrying out this new way of living. In this work, it is determined how postgraduate students face research skills: critical thinking, oral and written communication, and sustainable research skills(AU)
Sujet(s)
Recherche , Étudiants , Enseignement supérieur , Développement durable , Pauvreté , Transports , Santé environnementale , Stratégies de Santé , Zone Urbaine , Zones VertesRÉSUMÉ
@#AIM: To explore the effect of the combination of standardized patient and CBL case-based teaching in clinical practice teaching for postgraduates majoring in ophthalmology.<p>METHODS: From July 2017 to July 2019, a total of 40 postgraduates majoring in ophthalmology from 2017, 2018, and 2019 of Nanchang University First Affiliated Hospital were selected as the research objects and randomly divided into two groups: the observation group and the control group, each with 20 people. The observation group used the SP+CBL case-based teaching mode, the control group used the traditional teaching mode(LBL). The teaching teachers of the same group of graduate students is the same, the teaching content are the same, the teaching period was 12mo, observe and compare the two groups of students' learning ability, theoretical knowledge and clinical skills operation assessment grades, and conduct statistical analysis on the evaluation of the teaching effect of the students. <p>RESULTS: There was no significant difference in the enrollment scores of the two groups of students. After teaching, students in the observation group had more advantages in learning enthusiasm, memory efficiency, clinical operation, and doctor-patient communication skills(<i>P</i><0.05), and they got higher theoretical knowledge and clinical skills operation assessment scores than those in the control group(87.95±6.78 points <i>vs</i> 78.95±6.28 points, 82.20±4.53 points <i>vs</i> 75.95±4.05 points, <i>P</i><0.05), and their evaluation of the SP+CBL case-based teaching model was significantly higher than that of the control group who implemented the LBL teaching model(<i>P</i><0.05).<p>CONCLUSION: The SP+CBL case-based teaching mode has significant advantages in clinical practice teaching for postgraduates majoring in ophthalmology, and is worthy of scientific popularization.
RÉSUMÉ
@#AIM: To explore the application effect of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology.<p>METHODS: A total of thirty-two master students of ophthalmology from 2017 to 2019 were randomly divided into 2 groups, 16 in each group. The study group used the “diversified two-stage” teaching mode; the control group used the traditional teaching mode. The teaching content of the same group of graduate students is the same, the teaching teachers are the same, the teaching period was 33mo of clinical practice, the research time is from 2014 to 2019, the differences between the two groups were compared in the clinical professional assessment, scientific research ability assessment, comprehensive assessment, student satisfaction and dream anxiety self-rating scores with the same examination content and the uniform scoring standard. <p>RESULTS: The average score of student satisfaction in the study group is(101.38±6.29), the comprehensive assessment is 84.22±4.58, and the dream anxiety score is 17.31±5.20. The average score of satisfaction in the control group is 59.13±9.61, the comprehensive assessment is 75.72±5.14, and the dream anxiety score is 25.75±3.32. The scores of clinical professional assessment, scientific research ability assessment and comprehensive assessment in the study group were higher than the control group, while the dream anxiety score was lower than the control group(both <i>P</i><0.05). The dream anxiety score was negatively correlated with the teaching model satisfaction score and the student satisfaction score(<i>r</i>=-0.746, -0.618, both <i>P</i><0.05).<p>CONCLUSION: The “diversified two-stage” teaching mode improves the comprehensive quality of master students' theoretical knowledge, scientific research innovation, physical and mental health. It is the best teaching mode for the master students in ophthalmology.