Practice of reflective teaching method based on Bloom's educational theory in the standardized residency training of gynecology / 中华医学教育探索杂志

Objective:To explore the practical role of reflective teaching based on Bloom's educational theory in the standardized residency training of gynecology.Methods:A total of 31 residents who participated in the standardized residency training in the Gynecology Department of Beijing Shijitan Hospital Affiliated to Capital Medical University from July 2019 to January 2020 were classified as the control group, and 33 residents who participated in the standardized training from March 2020 to September 2020 were assigned to the observation group. The control group was given routine teaching, and the observation group was given reflective teaching based on Bloom's educational theory. The theoretical test scores and skill operation test scores before and after the training were compared between the two groups, and the clinical ability and teaching satisfaction of the two groups of residents were compared. SPSS 25.0 was used for t-test and Chi-square test. Results:After the standardized training, the scores of theoretical examination [(88.78±5.69) vs. (84.56±5.23)] and skill operation test [(89.37±5.75) vs. (85.22±5.34)] in the observation group were higher than those in the control group, with statistically significant differences. After the standardized training, the team cooperation ability, diagnosis and treatment technology operation ability, problem analysis and solving ability, clinical thinking ability and doctor-patient communication ability of the observation group were higher than those of the control group, and the differences were statistically significant. After the standardized training, the satisfactions with teaching mode, stimulating learning interest, improving self-study ability, improving diagnosis and treatment thinking ability, and improving problem analysis and solving ability in the observation group were higher than those in the control group, and the differences were statistically significant.Conclusion:Reflective teaching based on Bloom's educational theory can improve the professional theoretical knowledge level, clinical operation level, clinical ability and satisfaction of the gynecological residents, and help them to adapt to the clinical work faster.

Discussion on the practice of integrated teaching method based on Dewey’s educational theory in the teaching of standardized training of electrocardiogram / 中华医学教育探索杂志

Objective:To explore the application effect of comprehensive teaching based on Dewey's educational theory in the teaching of standardized training of electrocardiogram (ECG).Methods:A total of 60 residents who were accepted by the ECG Room of Linyi Central Hospital from January 2019 to December 2019 were randomly divided into control group and study group. The control group received regular teaching, and the research group received comprehensive teaching based on Dewey's educational theory, both of which received the standardized training for 3 months. The results of the two groups of ECG theoretical knowledge assessment, the diagnostic accuracy of various types of heart disease ECG performance, the clinical thinking ability before and after the training, the classroom participation after the training, the teamwork ability, the teacher-student communication ability, and the degree of recognition of teaching methods were observed as indexes. SPSS 22.0 was used for t test and chi-square test. Results:The basic knowledge, picture analysis, expanded questions and answers scores and total scores of the theoretical knowledge of ECG in the study group were higher than those in control group ( P<0.05), and the correct rates of diagnosis of ischemic cardiomyopathy, arrhythmia, atrioventricular hypertrophy and congenital heart disease were 96.67%, 100.00%, 96.67% and 100.00% respectively, which were higher than 73.33%, 80.00%, 70.00% and 66.67% respectively in the control group ( P<0.05). The systematic thinking ability, logical thinking ability, critical thinking ability, evidence-based thinking ability, network thinking ability, imaginative thinking ability, horizontal thinking ability and vertical thinking ability scores were increased in both groups after the training, of which the study group were higher than the control group ( P<0.05). After the training, the study group scored higher in class participation, teamwork ability, teacher-student communication ability, and teaching method recognition than the control group ( P<0.05). Conclusion:The application of comprehensive teaching based on Dewey's educational theory in the teaching of ECG standardized training can help residents master the knowledge of ECG theory and ECG performance of various types of heart diseases, and enhance their clinical thinking ability.

Construction of Medical Ethics Education Practice System for Medical Students / 中国医学伦理学

In this paper , based on the analysis of the facing predicament of current situation of medical ethics education , the authors combined with the practice of medical ethics education and the school experience , based on the theory of life education , put forward to experience the activities of public medical treatment building practice of medical students medical ethics education system , promote the educational work to carry out the practice of medical colleges, improve the teaching quality of medical ethics education .

Methods for Effective Teaching and Meaningful Learning in Medical EducationII / 医学教育

  We describe popular learning methods in current medical education along with their bases in educational theory. Lectures have the advantage that teachers can provide students with a large amount of organized information. Problem-based learning is an active learning method using small-group discussions to motivate learning. Early clinical exposure is based on the theory of experiential learning. Simulation education has become more important from the point of view of patient safety. Participatory undergraduate clinical training and postgraduate clinical training should be understood as being based on the theories of cognitive apprenticeship and peripheral participation. Considering life-long learning, the reflective practitioner is a useful concept.

Methods for Effective Teaching and Meaningful Learning in Medical Education / 医学教育

  We present an overview of effective teaching and meaningful learning. When selecting teaching methods or learning methods, medical educators must understand the integrity of such methodology with an educational taxonomy or idealized images of future physicians as learners. Adult learning theory, self-directed learning, metacognition, reflective practitioners, and collaborative learning are the key concept for understanding outcomes to achieve when physicians are learners. Cultural differences as well as flexiblity in learning beliefs must be taken into account when applying educational theories from Western countries. Whereas there is no single optimal learning strategy, an elaborate combination of lectures, small-group discussions, and one-to-one instruction enables medical educators to teach learners effectively. Adult learners generally prefer to use various learning methods and to learn in an appropriate safe learning environment.

Learn a Prospective Way of Medical Education from the Progressing Theory of Higher Education and Create a Practice based on It / 医学教育

Medical education had begun in the 1970s as a pedagogical science and art by the establishment of the Japan Society for Medical Education and its activity thereafter. WHO had played an important role in the backbone of the Society by introducing a new concept of medical teacher training as the shortest way in order to realize "Health for All by the Year of 2000". In 1973 the founder and first president Prof. Ushiba attended the WHO Workshop for Deans held in Sydney and was influenced with a shockingly effective experience.<br>The WHO's principle of teacher training (faculty development) came from pedagogy professor Bloom's theory of the taxonomy of educational objectives, strategy and evaluation and its practice.<br>After 40 years since then, the theory and practice of higher education have changed and improved. Of course, medical education is not an exception of higher education. Therefore, we apply its progress in medical education and it does the same each other. They say ten years make an age–old epoch; therefore accordingly, 40 years are four times.<br>A life expectancy of the theory of medical education will be 40 years. Now we have to reform medical education by change of our mind and by introducing new theory and practice.<br>Problems facing medical education such as shortage of physicians and medical and health care expenditure, national policy, education of physician scientists and successor medical educators are also discussed.

Reformation of the clinical training system with educational theory: A trial in a clinical training hospital / 医学教育

1) We attempted to reform the medical education system for residents at the National Nagasaki Medical Center because the percentage of unmatched applicants in the new national residency training system has been increasing.2) We established a committee for residency training through leadership principles. We then classified problems of the training system and attempted to solve them through the concepts of the learning triangle in education and the educational cycle.3) Finally, we succeeded in improving the educational system for residents by establishing a new committee that individualizes the problems and solves them effectively.