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Objective:To explore the application value of case-based learning (CBL) combined with role-playing mode in clinical practice teaching for international students in department of dermatology.Methods:International students from Batch 2013 and Batch 2014 of MBBS (Bachelor of Medicine and Bachelor of Surgery, MBBS) Program of Sichuan University were recruited and divided into study and control group respectively. CBL combined with role-playing mode and traditional lecture-based learning (LBL) was adopted in the study group. The control group adopted the traditional LBL only. The points of knowledge gain, degree of interest inspiration, analytical ability and communication skill were assessed within the study group by questionnaire, meanwhile the final-test scores were compared between the study and control groups. SPSS 17.0 was used for t test, and signed rank-sum test of paired design was used for comparison. Results:Within the study group, the points of knowledge gain, degree of interest inspiration, analytical ability and communication skill for CBL combined with role-playing mode[95 (91,100)] were significantly higher than those of LBL [84 (78, 100)], and the final-test scores were significantly higher in study group [(90.23±4.78) points] than those in control group [(82.51±7.57) points] ( P<0.05). Conclusion:Clinical practice teaching for international medical students can be improved with the CBL combined with role-playing mode based on traditional LBL, which is worthy of widely application in future clinical education.
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Objective:To observe the application effect of simulation medicine teaching in clinical practice teaching of respiratory department.Methods:A total of 96 five-year undergraduate students of clinical medicine specialty from Batch 2018 were randomized into in two groups in average. The traditional teaching group conducted bedside teaching according to traditional teaching outline, and the simulation medicine group used simulated medical teaching method. The performances of theoretical knowledge and skill operations and the teaching satisfaction with the department were evaluated between the two groups. SPSS 22.0 was used for t test and chi-square test. Results:There was no significant difference in theoretical knowledge between the two groups, but the results of skill operation test and satisfaction with the department of the simulation medicine group were significantly better than those of the traditional teaching group, and the difference was statistically significant [(80.92±5.99) vs. (87.71±4.95), P<0.050; χ2=26.14, P<0.05]. Conclusion:Simulation medicine teaching is better than traditional teaching in clinical practice teaching of respiratory department, which can improve students' clinical skills and operation level, cultivate good clinical thinking for students, and improve their learning interests.
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Objective:To explore the effect of multiple intelligences theory combined with the analysis, design, development, implementation, and evaluation (ADDIE) model in surgical clinical practice teaching.Methods:A total of 100 residents trained in Department of Gastrointestinal Surgery of Heping Hospital Affiliated to Changzhi Medical College from July 2019 to April 2020 were randomly divided into the control group ( n=50) and the observation group ( n=50). The control group used the ADDIE model, and the observation group adopted the multiple intelligences theory combined with the ADDIE model. The teaching assessment of the two groups was compared, and the core competence, critical thinking ability, self-evaluation, and teaching satisfaction of the two groups were evaluated. SPSS 22.0 was used for Chi-square test and t-test. Results:The scores of basic knowledges of gastrointestinal surgery, surgical clinical thinking and case analysis, routine skills and operations, and the total scores in the observation group were higher than those in the control group ( P<0.05). The scores of professional knowledge and skills, patient safety and rights, scientific research and academic ability, professional ethics, teamwork, personal and professional development ability in the observation group were higher than those in the control group ( P<0.05). While, there was no significant difference in the mastering of knowledge between the two groups ( P>0.05). The four dimensions of learning interest, self-learning ability, innovation ability, and clinical thinking establishment in the observation group were higher than those in the control group ( P<0.05). Conclusion:Multiple intelligences theory combined with ADDIE model in surgical clinical practice teaching can improve the teaching assessment results, significantly enhance the core competence, stimulate the learning interest, cultivate the self-learning ability and innovation ability of residents, and help them to establish clinical thinking ability.
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Objective:To explore the application value of problem-based learning (PBL) based on production-oriented approach (POA) theory in clinical practice teaching in department of hand and foot surgery.Methods:A total of 112 interns from the Department of Hand and Foot Surgery in Affiliated Hospital of Jining Medical University from January 2019 to October 2020 were randomly divided into control group and observation group, with 56 interns in each group. The control group was taught by PBL teaching, and the observation group was taught by PBL teaching based on POA theory. The two groups of interns were compared in terms of the evaluation of teaching effect, the statistics of errors in practice assessment, the assessment scale of independent learning ability, the career maturity inventory attitude scale, and the satisfaction of interns with their teachers. SPSS 25.0 was used for Chi-test and t-test. Results:The teaching effect and the satisfaction of interns with the teacher in the observation group were better than those of the control group ( P<0.05); the error rate of unskilled physical examination and the error rate of poor aseptic debridement concept in the observation group were all lower ( P<0.05); there was no significant difference in the error rate of irregular writing of medical records, the error rate of lack of medical history collection, and the error rate of communication errors between the two groups ( P>0.05). After teaching, the scores of independent learning ability and career maturity inventory attitude scale in the observation group were higher than those in the control group ( P<0.05). Conclusion:The PBL teaching based on POA theory has a good effect in the clinical practice teaching in the department of hand and foot surgery, and it is worthy of further promotion.
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Objective:To explore the role of individualized teaching method based on failure mode and effect analysis (FMEA) in the teaching of rotation interns in operating room.Methods:Twenty-three operating room rotation interns received by Zhongnan Hospital, Wuhan University from February 2019 to September 2019 were selected as the control group, and another 23 operating room rotation interns received from October 2019 to May 2020 were selected as the research group. The control group adopted the conventional teaching method, while the research group adopted the individualized teaching method based on FMEA. The theoretical knowledge and practical operation examination results before and after teaching, self-directed learning ability before and after teaching and teaching satisfaction of interns after teaching were compared between the two groups. SPSS 25.0 was used for t test, chi-square test and rank sum test. Results:After teaching, the scores of theoretical knowledge [(91.13±6.35) vs. (84.26±5.94)] and practical operation [(89.39±5.45) vs. (79.78±5.65)], self-directed learning ability of each dimension and total scores [(280.63±23.39) vs. (248.17±20.68)] of the two groups were higher than those before teaching, and the scores of theoretical knowledge and practical operation, self-directed learning ability of each dimension and total score of the research group were higher than those of the control group ( P<0.05). After teaching, the satisfaction scores on the professional quality of the teachers, the rationality of the teaching mode and the effectiveness of the teaching mode of the interns in the research group were higher than those in the control group ( P<0.05). Conclusion:In the teaching of rotation interns in operating room, the individualized teaching method based on FMEA can not only improve the examination results of interns, enhance their self-directed learning ability, but also improve their teaching satisfaction.
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Objective:To evaluate the teaching effect of organ system based learning model on undergraduate clinical practice teaching of anesthesiology.Methods:Thirty-five undergraduates of Batch 2013 who practiced in the Department of Anesthesiology, The First Affiliated Hospital of Chongqing Medical University (round 2) were enrolled as the control group; another 27 undergraduates of Batch 2014 were enrolled as the experimental group. The examination before entering the department evaluated the basic knowledge levels of the two groups. The control group was given the traditional practice teaching mode, while the experimental group was given the practice teaching mode based on organ system. The teaching effect of the organ system based learning model on the practice of department of anesthesiology was evaluated by the examination after the practice and questionnaire survey on students. SPSS 19.0 was used for data statistics and t test was conducted for analysis. Results:There was no significant difference in gender, age and admission education performance between the two groups ( P=0.168, 0.592, 0.750). In the quality and analysis scores of the medical records, the review defense scores, and the theoretical scores, the average scores of the experiment group were all higher than those in the control group ( P=0.021, <0.001, <0.001) at the end of the practice; there was no significant difference in operational exam between the two groups ( P=0.106). The results of questionnaire survey showed that the average scores of the experiment group in the satisfaction of learning mode, teaching efficiency, education and teaching level and teaching information were all higher than those in the control group ( P<0.001, <0.001, <0.001, <0.001); there was no significant difference between the two groups in students' learning efficiency and inspiration ( P=0.778, 0.104). Conclusion:The organ system based learning model in undergraduate clinical practice teaching of anesthesiology has significantly improved the education quality, the theoretical achievement and comprehensive ability of interns.
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Due to the problems of language barriers and cultural differences existing in the current clinical practice teaching activities of overseas students, this study proposes to divide the oversea students and Chinese students into bilingual mixed groups in the ward rounds teaching. Through the selection of typical cases and the application of flipped classroom, the Chinese and English versions of learning materials related to disease are provided to the interns for learning in advance, and the oversea students and Chinese students are requested to complete the history and auxiliary examination data collection in Chinese and English in cooperation, and then the teacher leads the group to carry out ward rounds teaching, including bedside English history report, physical examination, case analysis, discussion and summary, so as to improve the participation enthusiasm of overseas students and also improve the teaching effects.
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Objective@#To investigate the application of microlecture in clinical practice teaching of cardiovascular internal medicine.@*Methods@#A total of 98 students who received practice teaching in Department of Cardiology, the Second Affiliated Hospital of Xi’an Jiaotong University, from January to September, 2016, were randomly divided into control group and observation group. The students in the control group received traditional practice teaching, and those in the observation group received microlecture combined with the traditional practice teaching. The two groups were compared in terms of the scores of theoretical and skill examinations, and the degree of satisfaction with practice teaching was surveyed.@*Results@#The observation group had a significantly higher score of clinical skill examination than the control group (P<0.05). The observation group had a significantly higher degree of satisfaction with the teaching methods of cardiovascular internal medicine than the control group (P<0.05).@*Conclusion@#The introduction of microlecture into the clinical practice teaching of cardiovascular internal medicine can significantly enhance students' mastery of clinical operation skills and improve their satisfaction with practice teaching of cardiovascular internal medicine.
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Objective To investigate the application of microlecture in clinical practice teaching of cardiovascular internal medicine.Methods A total of 98 students who received practice teaching in Department of Cardiology,the Second Affiliated Hospital of Xi'an Jiaotong University,from January to September,2016,were randomly divided into control group and observation group.The students in the control group received traditional practice teaching,and those in the observation group received microlecture combined with the traditional practice teaching.The two groups were compared in terms of the scores of theoretical and skill examinations,and the degree of satisfaction with practice teaching was surveyed.Results The observation group had a significantly higher score of clinical skill examination than the control group (P＜0.05).The observation group had a significantly higher degree of satisfaction with the teaching methods of cardiovascular internal medicine than the control group (P＜0.05).Conclusion The introduction of microlecture into the clinical practice teaching of cardiovascular internal medicine can significantly enhance students' mastery of clinical operation skills and improve their satisfaction with practice teaching of cardiovascular internal medicine.
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Based on the clinical skill competition of college students of the advanced medical colleges and universities nationwide,we aimed at the analysis on the weaknesses of medical emergency clinical practical teaching and emphasis on the theoretical education and neglect the practical education,and humanistic care,etc.In the clinical practice teaching of emergency,we combined the clinical skill training with physician occupation quality training,pay attention to the practice of advanced simulation exercises,gradual transition,clinical thinking,training medical students hands-on,team cooperation ability and humane accomplishment,to improve their ability of analyzing and solving problems and eventually optimize medical emergency clinical practical teaching,formulate the clinical practice standards as well as promote the reform and innovation of clinical teaching.
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There are some problems such as the limited diseases, the shortage of teaching resources and lack of certain cases in infectious diseases teaching owing to the obvious narrowing spectrum of dis-eases and the decreasing incidence of infectious diseases, etc. We have made good progress in clinical practice teaching for medical students in infectious diseases by reforming teaching methods including enriching practice knowledge of younger teacher, collecting typical cases from hospitals in rural areas, the adjustment of teaching contents, making full use of the experience of the old professor and the advanced teaching measures in clinical practice teaching.
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Objective:To examine the effect of penetrating humanistic care educationin to gynecological clinical practice teaching to nursing students′humanistic care ability. Methods:A total of 236 nursing students in the First Affiliated Hospital of Xi′an Jiaotong University were allocated to the experimental group ( n=123 ) with the clinical practice teaching methods, of which the core was training humanistic care ability, while the control group ( n=113) in the Second Affiliated Hospital of Xi′an Jiaotong University with the routine method, which mainly trained the operating skills. The humanistic caring ability between these two group students was compared. Results: Be-fore the internship, there was no statistical significance between the two groups (P>0. 05). After the internship, the rewere no significant difference ( P>0 . 05 ) in the scores of assisting to meet the basic needs,providing a good environment, andhelping to solve the difficulty. For the dimensions ofinfusing faith and hope,health education,humanistic and altruistic value,solving health problems scientifically,promoting emotional com-munication, and the total scale, the scores were significantly higher than those of the control group (P<0. 05). Conclusion:In the clinical practice teaching, permeating humanistic care education helps to improve the nursing students′ability of humanistic care.
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With the globalization of higher education,the scale of foreign medical students in China has been increasing year by year.Clinical external teaching is an important connection between medical theoretical study and clinical practice.Digestive diseases are complicated and may need endoscopic therapy.Therefore,the external education for foreign students in gastroenterology has its distinctive characteristics.In recent years,in training foreign students,the gastroenterology department of our hospital has effectively improved the teaching effect by carrying out the teaching of endoscopy,establishing one plus one peer teaching,using multimedia assisted teaching of audio-visual materials,and paying more attention to improving the training teachers' English.
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Department of Pediatrics of Tongji Hospital Affiliated to Tongji University, through med-ical school practice teaching demonstration ward construction project, obtained remarkable achievements in perfecting project construction plan, paying attention to the implementation of project tasks and improving the teaching quality and personnel training, and in improving the teaching quality of the sustainable devel-opment condition and so on.
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Objective To explore the effect of TBL based on evidence-based medicine PICOS model in practice teaching of neurology. Methods Totally 47 medical undergraduates in our department were chosen and randomly divided into 2 groups during March 2016 to April 2016. 24 students in the trial group were taught with TBL based on PICOS, while other 23 students in the control group were only taught with conventional TBL method. After three times clinical practices, the test referring to disease pathogenesis, clinical manifestations, auxiliary examinations, diagnosis and treatments of related diseases was performed, and meanwhile, questionnaires were distributed to students in order to survey their satisfaction degree of teaching methods. All the evaluation results and scores of two groups were compared. Statistical data were analyzed by using t-test or Chi-square test with SPSS 17.0 software. Results The score of the theoretical test of trial group was significantly superior to the control group [(89.08±3.60) vs. (79.09±7.75), t=5.707, P=0.03 ]. Survey showed that in the experimental group , the number of students in the trial group who thought teaching method could help understand clinical thinking of neurology and could help integrate the theory into clinical practicewas significantly higher than that in the control group (P<0.05). Conclusion In the clinical teaching of neurology, the TBL based on PICOS model is more effective than conventional TBL method for medical undergraduates.
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In order to strengthen the management of clinical teaching, improve the teaching quality of clinical practice, the advantages of the traditional medical education, teaching reform and medical simulation were further integrated, using PDCA (Plan-Do-Check-Action) cycle model in medi-cal college students' clinical practice training and evaluation. The skills of training and evaluation were optimized and practiced by thechain model of teaching-assistance-guidance to improve the train-ing quality of interns, and make continuous improvement from the angle of teaching, learning and management and with PDCA circulation mode. Practice shows that the application of PDCA circulation management has greatly improved teachers' teaching quality and their own quality, and the students' satisfaction of practice teaching management and clinical teachers has also significantly increased. The effect is obvious.
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Objective To explore the applications of case analysis learning and traditional teaching method in clinical practice teaching effect for students majoring rehabilitation therapy in the course of musculoskeletal rehabilitation.Methods 83 program students of Rehabitation Therapeutics in grade 2011 were chosen to participate in the clinical practice teaching in the course of musculoskeletal rehabilitation of 12 credit hours.Class 1 was taught by the traditional teaching method,while Class 2 was taught by the case analysis learning,making clinical case analysis,practical operation and case discussion working as teams.After learning,we made an analysis of two classes through the form of theory examination,practical operation and the questionnaire.The evaluation scores were shown by (x ± s)and comparison was made between the two groups with t test after SPSS software for statistical analysis.Results Taught by the case analysis,the theoretical performance of Class 2 was (83.37 ± 5.59),better than Class 1 (80.85 ± 6.98),but the difference was not statistically significant (P=0.056),but in the practice operation the achievements of Class 2 were (72.65 ± 8.05) points better than Class 1 (66.49 ± 12.86),and the difference was statistically significant(P=0.024).The survey results showed that in Class 2 which adopted case analysis teaching,students' satisfaction was higher than that of Class 1 which kept traditional teaching,and the difference was statistically significant(P＜0.05).Conclusion Case analysis teaching in musculoskeletal rehabilitation application effect is better than the traditional teaching in clinical practice teaching and can be extended to other clinical teaching of rehabilitation therapy specialty.
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After years of respiratory medicine clinical practice teaching , we have discovered that there exist some problems such as teachers' job burnout, teachers' lowprofessional knowledge level of clinical teaching and lack of teaching ability, medical students' fear, low self-esteem, psycho-logi-cal fear and emotional weariness breeding as well as the patients and their family members ' refusal of practice because of their worrying about being a test and so on. To solve these problems , we have put forward some proposals such as recognizing and rewarding teachers to affirm their teaching levels , organizing teachers to participate in academic conferences, seminars, etc. to expand their professional knowledge in order to improve their overall quality. And at the same time, we have adopted PBL teaching method, applied multimedia technology and network platforms, put emphasis on basic skills training, the improvementof departmental rotation assessment, the establishment of teaching files and doctor-patient communication and other ways to improve clinical teaching quality and develop interns' clinical thinking ability to help them transitto clinicians.
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Normative training of residents is a start and necessary course in entering medical practice, and is very important for medical practitioners in their career. Clinical practice is a very key period for resident doctors to obtain clinical theory, skills and experience. Hence teaching of clinical practice becomes vitally crucial. Based on years of clinical teaching experiences revealed by senior neurosurgical doctors in a large general hospital, and the characteristics of neurosurgical residents, the author suggests a classification of three-stages in normative residency training proposes and explores teaching strategies in each stage.
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Objective To probe into application of clinical pathway on clinical practice teach-ing in thoracic surgery , and evaluate its effect . Methods 76 students were randomized into two groups: 35 students who accepted clinical pathway teaching were the experimental group, they were asked to carry out clinical practice in accordance with the teaching pathway;and the other 41 students were control group. The final examination included four parts: ①theoretical examination account for 20%of the total score. The test paper was randomly combined from the standardized question bank of Xinjiang Medical University, and this test included single choice questions and fill-in questions; ②clinical operational skills test account for 30%of the total score. This part included pleural puncture, dressing change, stitches remove, incision disinfection and surgical draping, and all of these opera-tions were carried out on medical patient simulators; ③clinical case analysis account for 50% of the total score. This part involved history collection, physical examination, humanistic care, case writing, diagnosis and treatment planning for new admission patients. T-test of independent samples was used to analyze all the scores of the two groups. Results The clinical case analysis score and the total score in experimental group [(42.26 ±3.93) points and (81.69 ±6.16) points, respectively]were obviously higher than that in control group[(38.88±4.76) points and(77.39±6.83) points, respectively];There were significant differences between the two groups(P values was 0.001 and 0.006, respectively). Conclusion Application of clinical pathway in clinical practice teaching may improve the effect of clinical teaching. The pathway contents and evaluation methods should be constantly improved accord-ing to teaching practice.