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Objective:To explore the role of WeChat platform combined with flipped classroom in improving the working ability of resident doctors in the fever clinic.Methods:A total of 118 resident doctors who rotated in the fever clinic of department of emergency medicine were selected as the study subjects, and they were randomized into experimental group and control group, with 59 people in each group. The experimental group used WeChat platform and flipped classroom teaching, and the control group used traditional teaching. The results of theory assessment, operation performance and questionnaire survey were compared between the two groups. SPSS 26.0 statistical software was used for t test and chi-square test. Results:There was no significant difference in theoretical test scores between the experimental group and the control group ( P>0.05). The experimental group scored (91.61±3.01) points and the control group scored (84.52±4.02) points in operational assessment, with significant differences ( t=-10.85, P<0.05). The results of the satisfaction survey showed that there was no significant difference in teaching time distribution between the two groups, and the experimental group was better than the control group in any other aspects. Conclusion:The use of WeChat platform combined with flipped classroom during the COVID-19 epidemic can improve the level of operational skills of the resident doctors to wear or take off the protective clothing and collect nasopharyngeal swabs, help residents to avoid the infections, and improve the level of daily diagnosis and treatment of fever clinic.
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Objective To identify the effect of SBAR (situation, background, assessment, recom-mendation) in OR (operating room)nursing teaching rounds. Methods According to internship turns, rou-tine group (even number, Group A:68 students) and SBAR group (odd number, Group B:70 students) were chosen by drawing lots. Group A used conventional mode for history report, while Group B used SBAR mode. Students' performance was evaluated by OR nurse students' rounds standard scale and the reporting time was recorded. Each nurse students filled in Communication Self-efficacy Evaluation Form on the fifth week in OR. The information was input into excel. The results of the two groups were compared with SPSS 11, and the data were analyzed by chi square test and t test. Results The average reporting quality score was 16.74 for Group A, and 18.66 for Group B. The average score of Group B was higher than that of Group A. Compared with the cases scores above 18 between the two groups, the result was statistically significant, P=0.039. The average score of communication Self-efficacy in Group A was 42.88, while it was 44.94 in Group B, which showed that Group B had better score than that of Group A. Significant differences was found between the two groups when compared the cases with score above 45, P=0.010. The average reporting time was (2.42±1.16) minutes for Group A and (2.32±1.21) for Group B, and there is no significant differences between the 2 groups. Conclusion SBAR is helpful for improving students communication Self-efficacy, and making progress on nursing round reporting quality,and it is worth promoting in clinical teaching.
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El método clínico, como método de la profesión médica, constituye un tema polémico entre muchos facultativos en cuanto a su vigencia o necesidad. Con este artículo se pretende contribuir a la fundamentación del porqué es necesario un método para atender enfermos, a partir de la condición de proceso de la asistencia médica. Se presentan dos modelos (de diferentes grados de generalidad) del método clínico, útiles para su comprensión y para delimitar las competencias profesionales esenciales del médico para llevar a cabo su labor asistencial; los modelos, además, permiten entender cómo esas competencias se interrelacionan e integran para conformar una competencia cualitativamente superior: el método clínico. Se exponen elementos teóricos de importancia para la enseñanza de dicho método(AU)
The clinical method, as a method of the medical profession, is a contentious issue among many physicians as to its validity or necessity. This article aims to contribute to the foundation of this method as necessary to address ill persons from the condition of medical care process. Two models (of varying degrees of generalization) of the clinical method are discussed. They are useful for understanding and defining the essential skills of a doctor to perform. These models also allow understanding how knowledge is interrelated and integrated to form qualitatively superior competence: the clinical method. Theoretical elements of importance to the teaching such method are discussed(AU)
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Humanos , Competência Profissional , Educação Profissionalizante/métodosRESUMO
Objective To evaluate the effect of rapid-prototyping (RP) fracture model in the teaching of extremity fracture. Methods 60 clinical medical undergraduates of the Fourth Military Medical University, who were receiving “surgery” teaching in 2012, were randomly divided into A and B groups equally by lottery. Undergraduates of Group A were taught by traditional methods while undergraduates of Group B were explained by using RP fracture model about the basic anatomy, fracture mechanism, injury mechanism of important vessels and nerves besides traditional methods. Degree of satisfaction of the undergraduates and examination were applied immediately after class. Original data were imputed into SPSS software (version 17.0) for comparison between the two groups using t-test. Results The difference of the two groups in the degree of satisfaction of the undergradu-ates, the average score of fracture mechanism, injury mechanism, clinical manifestation, key point of diagnosis, treatment principles and the total score all has statistical significance (P=0.000). Conclu-sions Students' self-initiative, learning interest and studying efficiency can be inspired by RP fracture models and their professional examination performance has also improved significantly.
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Dextroscope workstation is an advanced equipment developed in recent years and isused to make virtual reality model.We not only used it in surgical planning of thyroid disease,but also applied it in clinic teaching.Application of Dextroscope virtual reality system can help to improve students'capabilities of clinical thoughts and clinical techniques,stimulate their learning interest,enlarge the knowledge,shorten learning curve and release the conflict in practice.Dextroscope system will push forward the progress of education reform,so it is worth spreading.
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It is an important goal of the modern medical education to culture the innovative ability of medical students. In the clinic teaching of thoracic surgery, illuminating innovative thinking, optimizing and recombining teaching contents, flexible utilizing of teaching approach and methods, and innovating practical teaching are in favor of creating the innovative thinking and innovative ability of the students.
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This article analyzes and summaries the problems and difficulties existing in the first-aid medicine's clinical teaching.Combined with his own teaching experience,the author has made some exploration on the teaching time,the way of teaching and inspection form,which has got a good teaching effect.It provids the reference and development for the clinical teaching of first-aid medicine.
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Resumen
Objetivo: indagar las formas que presentan la enseñanza clínica y la transmisión de los saberes prácticos, en los escenarios de práctica, en la formación de las licenciadas en enfermería y obstetricia (LEO) de la Escuela Nacional de Enfermería y Obstetricia (ENEO).
Metodología: estudio, descriptivo de carácter cuantitativo, que empleó como instrumento, un cuestionario estructurado de 50 preguntas que incluyó los aspectos: formación académica de los docentes de enseñanza clínica, experiencia profesional en enfermería, concepción de conocimiento práctico, identidad profesional, métodos de enseñanza empleados y papel de las jerarquías de poder en los procesos de enseñanza y aprendizaje. El instrumento se aplicó a los docentes de enseñanza clínica de la LEO, la población de estudio se compuso de un total de 50 profesores, de los cuáles se obtuvo respuesta del 80 % (n = 40). Los datos fueron procesados a través del programa estadístico SPSS.
Resultados: permiten concluir, que la demostración directa de las acciones (50 %), constituye la principal forma de enseñanza clínica; que si bien los alumnos en su calidad de aprendices, enfrentan las situaciones de práctica con inseguridad (57.5 %), confían en que las enfermeras expertas que los acompañan y supervisan, les ayudarán a resolver las situaciones difíciles.
Discusión: la enseñanza clínica posee las características de techné, concepto definido como aquel conocimiento práctico, que sólo se adquiere por la vía de la experiencia directa.
Summary
Objective: to identified the methods used in nursing clinical teaching and the transmission of practical knowledge in real settings for the training nursing baccalaureate at the National School of Nursing and Obstetric (ENEO).
Methodology: a descriptive study using an instrument with 50 items that contained: academic training of clinic teachers, nursing professional experience, practical knowledge concept, professional identity, teaching method used, and power hierarchy paper in the different process of teaching and learning. The instrument was applied to clinical teachers of Nursing Bachelor. The study population was integrated by 50 teachers, which were obtained the answers of 80 % (n = 40). The data were applied through a descriptive statistical program.
Results: concluded that demonstration of the actions (50 %) was the main way of clinical teaching; and as well students like apprentices, confront practice situations with insecurity (57.5 %), they trust in expertse nurse that accompanied and supervised them, helping to resolve difficult situations.
Discussion: clinical teaching remarks the concept, understood that the practical knowledge only can be acquired by the experience way.
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Humanos , Coleta de Dados , Conhecimentos, Atitudes e Prática em Saúde , Ensino , Estudantes de Enfermagem , Interpretação Estatística de Dados , Pessoal de Educação , México , HumanosRESUMO
To promote the combination of basic medical education and clinic medical edu-cation,we carried out the exploration on stomatological human anatomy course linked up with imi-tative oral clinic teaching.The evaluation to the effect of the teaching methods showed that it could induce the stomatological students to apply the theory to the clinic practice,consolidate their mas-tery and understanding of stomatological human anatomy and train their ability to acquire knowledge actively.
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Problem-based learning(PBL) teaching mode was applied in Urology practice of the medical students.The externs were organized to analyze and discuss a real case,having grasped enough knowledge of relative diseases,and to provide their advice about the diagnosis and treatment,changing question mark into a full stop.And then their conclusions were verified by post-operational follow-up.PBL teaching mode can increase the students'study motivations and interests and the ability to resolve practical problems,master medical knowledge,train their clinical thinking and enhance the quality of teaching and thus it is an effective teaching mode.
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The subject of clinical medicine contains abundant humanism educational material.When students start the clinic learning and contact with the patients for the first time,clinical teacher should endeavor to cultivate medical students' humanistic spirit in clinical practice.The paper discussed how to merge humanistic spirit into medical clinic teaching by illustrating the gynecology and obstetrics teaching.
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This paper,according to the characters of vascular disease and experience of the author in the teaching of vascular disease,expatiate on courseware preparation,culturing of students occupational habit,basic treatment of vascular disease and amelioration of teaching methods.