Application of context-input-process-product model combined with integrated teaching in standardized training of medical oncology / 中华医学教育探索杂志

Objective:To investigate the application of the decision-oriented context-input-process-product (CIPP) model combined with integrated teaching in standardized training of medical oncology.Methods:A total of 98 standardized training residents who participated in standardized training in Department of Oncology, Jiangsu Cancer Hospital, were enrolled as subjects, and they were divided into control group and observation group using a simple random number table, with 49 residents in each group. The residents in the control group received routine teaching, and those in the observation group received CIPP model combined with integrated teaching. The two groups were compared in terms of department examination score and assessment of subjective learning effect, and the observation group was assessed in terms of critical thinking ability before and after training. SPSS 22.0 was used for the t-test. Results:Compared with the control group, the observation group had significant increases in theoretical examination score ( t=2.95, P=0.004), practical operation score ( t=17.04, P<0.001), and total score ( t=3.55, P=0.001). After training, the observation group had significant increases in the scores of each dimension of critical thinking ability and the total score of critical thinking ability ( t=2.89, 3.55, 3.37, 3.20, 3.13, 2.67, 3.06, 3.13; P=0.005, 0.001, 0.001, 0.002, 0.002, 0.009, 0.003, 0.002). The observation group had significantly higher assessment scores of subjective learning effect than the control group ( t=3.46, 3.56, 2.83, 2.85, 2.57, 3.07; P=0.001, 0.001, 0.006, 0.005, 0.012, 0.003). Conclusion:The CIPP model combined with integrated teaching can improve the department examination score and critical thinking ability of standardized training residents in medical oncology, with good assessment results of subjective learning effect.

Integrated Learning Program for Third Year Professional Students at aMedical School of India

Introduction : integration, an integrated approach to teaching medical subjects has not become popular in Medical Colleges in India. To develop, implement, and evaluate an Integrated Learning Program for theObjective: third-year professional students at a medical school in India. The ntegrated earning rogrammeMethod: I L P (ILP) was conducted for the first time in 2016 for a batch of 181 third year professional students of a Medical School in Western India. It was an integrated module employing correlation and vertical integration. It incorporated Interactive Lectures, Videos, Self-study, Clinical Visits and Home Visits. Student assessment was formative using pre and post Multiple Choice Questions MCQ test and case presentation through( s) checklists to assess clinical skills and home visit skills. Evaluation of the programme was based on feedback from the students and faculty members and report prepared by the students. The mean score ofResults: students in the knowledge domain assessed through Multiple Choice Questions (MCQs) for ILP on Iron Deficiency Anemia conducted at the end of the ILP was statistically significantly (P=0.022). The feedback from faculty members and students was positive, highlighting benefits of ILP as; integrated learning of the basic sciences, their application to clinical cases and active student learning. Few challenges were also identified like higher input required from faculty members. Most of the faculty members and students recommended that the integrated programme should be continued and extended to other parts of the curriculum. The study findings conclude that an integrated learning programme is beneficialConclusion: and is likely to improve quality of health care provided to the patients. It is feasible within a conventional medical curriculum of an Indian Medical School.

Application of the preclinical education integrated with clinical medicine in the teaching of clinical anatomy / 中华医学教育探索杂志

This project starts with the teaching of clinical anatomy for eight-year medical students, selects specialists to enter the courses according to the content of clinical anatomy, and explores the deep integration of basic and clinical education. This study used the self-made questionnaire to evaluate the effect of the integrated teaching model, and Likert scale was used to score. Meanwhile, the correlation between the scores of each question and total points was analyzed with the item analysis. Moreover, we assessed the principal components through the exploratory factor analysis. The results showed that more than 95% questioned students thought the preclinical education integrated with clinical medicine teaching model is necessary and practical, which can assist medical students in the anatomical structure learning combined with clinical disease, and meanwhile cultivate students' clinical thinking. Only fewer than 10% thought it can connect the basic knowledge and clinical cases effectively, and over 35% thought there are difficulties. Additionally, more than half students (54%) hold the negative attitude which clinicians can't completely replace basic teachers in teaching. Our finding suggests that the integrated teaching model is attractive and feasible. Nonetheless, clinicians can’t replace preclinical teachers completely in the clinical anatomy education yet.

Application of integrated teaching mode in clinical clerkship of obstetrics and gynecology / 中华医学教育探索杂志

Objective:To explore the value of series situational simulation teaching combined with symptoms-centered integrated teaching mode in clinical clerkship of obstetrics and gynecology.Methods:A total of 181 students from Batch 2016 of Clinical Medicine (experimental group) were enrolled to receive the series situational simulation teaching combined with symptoms-centered integrated teaching mode. The teaching results were evaluated by formative evaluation scores and questionnaire, compared with 195 students from Batch 2015 (control group). The statistical analysis was performed with SPSS 21.0.Results:Scores of formative evaluation in experimental group [(88.66±5.92) points] was higher than those in control group [(81.11±7.36) points], with statistically significant differences ( P<0.05). Satisfaction of students for teaching flexibility, teaching innovation, learning interest and clinical thinking in experimental group was greater than that of students in control group ( P<0.05). Meanwhile, compared with the control group, teachers from experimental group were more satisfied with teaching flexibility, teaching integration, students' participation and activity in classroom and cultivation of the clinical thinking ability and post competences ( P<0.05). Conclusion:The series situational simulation teaching combined with symptoms-centered integrated teaching mode can help students to form a systemic knowledge system, cultivate their clinical thinking ability and establish a holistic view of disease.

Integrated teaching in medical education: undergraduate student’s perception

Background: Integrated teaching is an effective teaching method for the undergraduate medical students to achieve good knowledge and skills. The aim of this study was to evaluate the effectiveness of vertical integrated teaching.Method: Vertical integrated teaching was conducted on the topic “Nephrotic syndrome” for 2nd MBBS (5th semester) students. Departments which participated in the session were from Physiology, Biochemistry, Pathology and General Medicine. Faculty from each department was allotted 20 minutes for their topic. After completion of all the topics students were given feedback forms. The opinions were tabulated and analysed.Results: Most of the students opined that integrated teaching is useful in gaining knowledge (Understanding, concept clarity and better performance in exams) (79.7%) as well as skill-based learning (Workshops, laboratory, clinical exercises and case discussion) (84.4%).Conclusion: The study showed that undergraduate students agreed that integrated teaching is useful for them in gaining knowledge as well as skill.

Outcome of combination of methods of educational interventions in physiology for first-year MBBS students

Background: This comparative, before and after study (without controls) was conducted in a municipal medical college to compare the cognitive domain scores obtained by first-year MBBS students after didactic lectures with that obtained after an educational intervention that combined integrated teaching with clinical scenarios.Methods: After obtaining prior permissions, the purpose of the study was explained to first-year MBBS students and written informed consent was obtained. After attending curriculum-based didactic lectures on the alimentary system, the students (n=62, females: n=29, 46.77% and males: n=33, 53.23%) took a pre-test comprising ten questions (total 20 marks). After the pre-test, the participants attended an educational intervention that combined integrated teaching with clinical scenarios on the same topic. Subsequently, the post-test was administered using a questionnaire that was identical to that of the pre-test.Results: The mean overall marks obtained in the pre-test was 14.73±1.87 (95% CI: 14.26-15.19), while that obtained in the post-test was 17.16±1.73 (95% CI: 16.73-17.59), exhibiting highly significant (p <0.00001) difference. The gender difference in scores was significant (p=0.011) for only question no. 1 in the pre-test and there was no significant gender difference in the post-test.Conclusions: A combined method of educational intervention was found to enhance the cognitive domain scores of students. Though a larger study would be needed to generalize the findings, male students seem to need an additional educational intervention to improve their cognitive domain scores. Despite time limitations in the teaching schedule for the first-year MBBS course, integrated teaching with case scenarios can be implemented to impart early clinical exposure.

The Perception Of MBBS Interns Towards Biochemistry Curriculum In A South Indian Medical College.

Introduction: The concepts taught in pre-clinical sciences serve as a backbone to understand the clinical sciences. The system of teaching basic science subjects through didactic lectures followed in most of the medical colleges is more of a teacher centered. The medical educators are concerned about the learning outcomes of the traditional programs of teaching. Usually feedback on curriculum is obtained by subject experts from other universities. There is an unmet need to obtain the perceptions of graduates as they represent one of the important stakeholders of curriculum. Objective: To collect the interns perception about the content, need and application of biochemistry knowledge during their internship using a pre-designed and pre validated questionnaire. Materials and Methods: It was a cross sectional study done on interns who were asked to give feedback on biochemistry curriculum using the questionnaire. All the opinions were rated using 5- point Likert scale, ranging from strongly disagree to strongly agree. Results: 72.9% of interns were in favor of integrating basic science subjects with clinical sciences . Around 74.5 % (2/3rd) expressed that adopting interactive teaching strategies and problem based learning helped them in better understanding of the subject. Conclusion: The final goal of teaching in a medical sector includes attainment of knowledge, skills, attitudes and morals required to perform professional tasks safely and competently. In order to achieve this interactive, practical/case oriented and integrated teaching should be promoted.

Roda de Conversa: uma Articulação Solidária entre Ensino, Serviço e Comunidade / Round table: a Partnership between Education, Service and Community

RESUMO Este artigo relata uma experiência de integração entre atividades de ensino, pesquisa e extensão através de Roda de Conversa em uma Unidade de Saúde da Família (USF), articulando seus aspectos com aportes sociológicos da Teoria da Dádiva. A apreensão da percepção dos participantes sobre a vivência e suas repercussões na vida cotidiana ocorreu durante o segundo semestre de 2013. Na coleta dos dados foram utilizados registros de portfólios de aprendizagem, observação participante e anotações em diário de campo. A análise fundamentou-se nas narrativas dos participantes e em registros temáticos decorrentes das anotações feitas. Os resultados apontaram sintonia com os referenciais pedagógicos baseados na metodologia da problematização. Foi evidenciada uma contribuição para a edificação de laços de solidariedades e o estímulo a posturas interativas críticas e tolerantes com o outro. Os participantes enfatizaram a relevância cotidiana dos temas debatidos e a troca de ideias em torno de situações comuns. Concluiu-se que o diálogo entre os saberes acadêmicos e populares constitui uma oportunidade ímpar em busca do desenvolvimento de competências e habilidades, instrumentais ou comunicativas, imprescindíveis aos discentes enquanto futuros profissionais de saúde.

ABSTRACT This article describes an experience of integrating teaching, research and outreach activities through round tables in a Family Health Unit, relating its aspects to sociological contributions of the Theory of Giving. The participants’ perceptions about the experience and its impact on everyday life were captured in the second half of 2013. Learning portfolios, participant observation and notes in the field diary were used for the data collection. The analysis was based on participants’ narratives and thematic records arising from the notes taken. The results were in line with pedagogical references based on the methodology of critical questioning. In evidence was a contribution to building ties of solidarity and encouraging interactive critical stances and tolerance with others. The participants emphasized the everyday relevance of the issues discussed, the exchange of ideas regarding common situations. The conclusions inferred that the dialogue between academic and popular knowledge represents a unique opportunity to seek the development of instrumental or communicative skills and abilities, essential to students as future health professionals.

Application and evaluation of theory and practice integrated teaching in dermatology educa-tion / 中华医学教育探索杂志

Objective To study the effect of theory and practice integrated teaching in der-matology education and to explore the effective teaching means. Methods 53 five-year program stu-dents of Grade 2008 who major in clinical medicine were subjects. 26 students involved in the inves-tigation were taught with theory and practice integrated teaching. 27 students were taught with tradi-tional teaching method. In order to understand the teaching effect, we use questionnaire in experimental group and carry on comprehensive evaluation in both group at the end of the course . Descriptive statistics method was applied to describe the experimental group students' evaluation of the theory-practice integration teaching methods; The results of the two groups of students were applied t-test to perform statistical analysis and the difference was statistically significant (P<0.05). Results The stu-dents in the experimental group hold positive attitudes to theory and practice integrated teaching. 25 students (96.2%) in experimental group confirmed the necessity of it and considered that it could improve the communication skill. 24 students (92.3% ) confirmed it attractive and considered that it could improve the learning interest and capacity of clinical practice. 23 students (88.5% ) thought active learning and learning efficiency were promoted and theoretical knowledge was consolidated. 22 students (84.6%) considered that it could promote the comprehension of dermatology. Besides, the ex-perimental group students' medical ethics, theory and skills were significantly higher than those of the control group (P<0.05). Conclusion Theory and practice integrated teaching in dermatology edu-cation is effective. It can promote students' learning interest and initiative. It can improve the profes-sional quality of students and comprehensive quality of teachers.

Preliminary research of integrated teaching of morphology course in organ system centered teaching model / 中华医学教育探索杂志

Binzhou Medical University began to launch an experimental class of the clinical medical science in 2012 aimed at the undergraduates only.In this class,the ‘centered on the subject’ teaching mode was transformed into the ‘ organ-systems based curriculum’ or ‘ OSBC’ for short.Under the OSBC,the morphology combined the following three subjects:anatomy,hyphology and pathematology into an organic unity.This new subject pays more attention to the relationship among the morphology' s characters,the functional situation and the change of the pathogenesis.A variety of forms such as combining theories with experiments,the case-oriented teaching,translocation type teaching and bilingual teaching are used.To evaluate the students' performance more comprehensively,and to judge the teaching quality more objectively,the formative and summative assessments are used together.The morphology under this new mode is still on its exploration stage.Though with the shortage of corresponding teaching materials and the qualified teachers,it bears fruit and is feasible.

Cross-disciplinary joint teaching of neural system-based morphology and function exploration in eight year program of clinical medicine / 中华医学教育探索杂志

A teaching method called cross-disciplinary joint teaching,which integrated the neural system-based physiology,anatomy and histology from gross morphology to micmstructure,then to physiological function,was carried out on 2010 clinical eight-year program medical students.Jointteaching method was carried out throughout the whole courses.That means in three subjects related to the discipline,teachers compile the textbook,discuss teaching scheme,compile cases,collectively prepare lessons,and attend lectures and discussion together.Flexible teaching forms such as casebased teaching,problem-based teaching and bilingual teaching were also run through the whole processes of the teaching.Compared with the traditional teaching model,cross-disciplinary joint teaching not only achieves the integration of morphology,microstructure and functions of nervous system,but also has a priority of helping the students to develop a more efficient learning ability such as initiative study and thinking extension.

The application of the project-integrated teaching method in the teaching of optometry special examination techniques / 中华医学教育探索杂志

Objective To explore a new project-integrated teaching method and evaluate its effect in the course of optometry special examination techniques. Methods Class Three of Optometry 2011 was chosen as experimental group and used the new project integrated teaching method while Class Four was chosen as control group and used traditional teaching method , both class having 30 students. After the end of the course the students of both class were assessed the theoretical knowledge and operating skills of the same standard. The self-designed questionnaire was used to investigate stu-dents' self evaluation of the teaching effect. After students of both groups practiced in the same depart-ment of ophthalmology optometry clinic special inspection post for half a year, teachers' evaluation of the students' training performance was collected. Final examination scores, experimental examination scores and the teachers' evaluation scores of the two groups were compared by t-test respectively and the self-assessment results of the students of both groups were compared by chi-square test. Results The final examination and experimental examination scores of the experimental group were both higher than those of the control group significantly(P=0.001,0.002 respectively). The experimental group students had a significantly better self-assessment than the control group in learning interest ( P=0.007), understanding(P=0.046), self-learning ability(P=0.000), summary ability(P=0.009), ana-lytical ability(P=0.000) and innovation ability(P=0.000). The clinical teachers' evaluations of the ex-perimental group were better than the control group. The differences were statistically significant in standardization of practice, application ability, examination report reading ability and case analytical ability(P=0.000). Conclusion The project-integrated teaching method can help to improve the students' leaning motivation and cultivate students' autonomous learning ability and comprehensive analysis capa-bility and so on, which is helpful to reaching a good teaching effect and ensuring the teaching quality.

Better knowledge retention in physiology: A favourable outcome of vertical integration.

Background & Objectives : In traditional medical curriculum, the main focus is on understanding of physiological concepts; however application, relevance and clinical co-relation of basic knowledge remains uncovered. Therefore retention of basic knowledge by students till later years of clinical exposure is not adequate and hence is seldom applied for patient care. Vertical integration if introduced in physiology can bridge the gap between physiology and clinical subjects, improving knowledge retention and student’s capacity for clinical correlation. A pilot study was undertaken in first year medical students, to study the impact of vertical integration on learning and retention of physiology concepts. Methods: Two topics of endocrinology were taught through traditional and integrated approach to two groups of students with cross over for second topic. In integrated approach, integrated modules were developed and taught by faculties from Physiology, Pathology and Medicine together; whereas traditional approach included usual didactic lectures in Physiology. Knowledge based tests were carried out immediately post intervention (post- test) and after three months interval (repeat post- test). Results Students obtained significantly higher marks in repeat post- test when taught by integrated method than by traditional method (paired t test, p<0.001), implying better knowledge retention in integrated group. Conclusion: There is better retention of knowledge after three months in group that underwent vertical integration. Therefore we recommend introduction of vertical integration along with traditional physiology teaching in first year of medical curriculum.

Discussion on video assessment integrated teaching method / 中华医学教育探索杂志

We innovated video assessment integrated teaching method on the basis of clinical case discussion,teaching rounds,problem-based learning,case method and micro teaching.According to this video feedback teaching,students became teaching subject and teacher acted as guide.In order to realize the purposes of early contact with clinical practice,more clinical practice and repeated clinical practice teaching,we implemented student-centered small class teaching,which was heuristic,inquisitive,interactive and was discussion-based.At the same time with the help of medical simulation equipment and video feedback teaching,this method developed students' life-long learning ability and work competence and combined theory with practice,demonstration with imitation as well as standards with innovation.This method was not only suitable for theoretical study but also for skills training,especially for standardization training.

Propuesta para dar continuidad al perfeccionamiento de la Morfofisiología en la carrera de Medicina / The necessity to continue improving morpho-physiology in the medicine career

Durante el curso 2007-2008 se introduce la disciplina Morfofisiología en la carrera de Medicina en Cuba, y con ello la integración de los contenidos de las ciencias básicas biomédicas centrada en la integración sistémica del organismo humano. En el trabajo se sintetizan y fundamentan varias recomendaciones derivadas de la experiencia de cinco años de su ejecución en la Facultad de Medicina de Villa Clara. Las recomendaciones se encaminan hacia el rescate de los medios de enseñanza tradicionales disponibles en los laboratorios docentes de ciencias básicas, la preparación del plantel profesoral, tanto de especialistas como profesores noveles, entre otras. Estas procuran un perfeccionamiento en la ejecución del currículo aprovechando fortalezas y oportunidades y minimizando sus debilidades respecto a la enseñanza integrada de las ciencias básicas.

During the academic year 2007-2008 was included the Morpho-physiology discipline in the Medicine career in Cuba, where the contents of the basic biomedical sciences were unified taking into account the systemic integration of the human body. This work synthesizes and states some recommendations that appeared as a result of five years of experiences while applying it in the Medicine career of Villa Clara University of Medical Sciences. These recommendations center the attention on the recovering of traditional teaching aids which are in the labs of the basic sciences, the preparation of the teaching staff, either specialists or beginners, among others. They improve the curriculum taking advantages of the strengths and opportunities and lessening the weaknesses in respect to the integrated teaching of the basic sciences.

Practice of the problem-based integrated teaching methods in nursing psychology teaching / 中华医学教育探索杂志

To study the effect of the problem-based manifold teaching methods in nursing psychology teaching. The results show that majority of the students believe the problem-based manifold teaching methods can improve their interests in study and ability of self-study, reinforce the relationship between teachers and students and enhance the skill of self- healthcare.

Disciplina morfofisiología como alternativa de integración curricular en la enseñanza de la medicina / Morphophysiology discipline as an alternative of curricular integration in the medicine teaching

En este artículo se justifica la introducción de la disciplina Morfofisiología Humana, en el plan de estudios de la Carrera de Medicina como alternativa para la integración de la enseñanza de las Ciencias Básicas Biomédicas. La Educación Superior cubana reconoce la enseñanza integrada como una forma cualitativamente superior que permite dar respuesta al impacto de la Revolución Científico-Técnica sobre los planes y programas de estudio. La enseñanza integrada puede establecerse mediante programas de estudios, basados en la síntesis interdisciplinaria y la generalización de los conocimientos, lo que se pretende con la disciplina Morfofisiología Humana en la que se integran contenidos esenciales de las Ciencias Básicas Biomédicas. Esta disciplina que puede contribuir a una formación transdisciplinaria mediante el enfoque sistémico y la integración de los contenidos, se inserta en un modelo pedagógico humanista, constructivista e histórico-cultural(AU)

In this paper it is justified the introduction of Human Morphophysiology discipline in the study plan of the medicine career as an option to integrate the basic biomedical sciences teaching. Cuban higher education recognises integrated teaching as a well advanced pathway which allows to solve the education problems caused by higher scientific knowledge. Integratet teaching may be set through syllabuses based on interdisciplinary synthesis and knowledge generalization. This is claimed by Human Morphophysiology discipline which integrates principal subjets of basic biomedical sciences. This discipline may give transdisciplinary education through systemic approach and subjets integrations. It is situated in an humanist, constructivist and cultural historic pedagogical model(AU)

La preparación profesoral en la impartición de la asignatura Morfofisiología Humana IV / The professors training to give the IV Human Morphophysiology subject

OBJETIVO: Identificar las necesidades de aprendizaje presentadas por los profesores para impartir la asignatura Morfofisiología Humana IV, y los criterios que tienen sobre la reunión de Preparación Metodológica en su preparación y desempeño docente. MÉTODOS: Se encuestaron 40 profesores del Nuevo Programa de Formación de Médicos (NPFM). RESULTADOS: Mostraron que el nivel de dificultad presentado en el desarrollo de la asignatura estuvo entre las categorías bajo y medio y que los criterios sobre la reunión de preparación metodológica son positivos. CONCLUSIONES: Se identificaron necesidades de aprendizaje en relación con la autopreparación docente, la impartición de la asignatura y su vinculación con los problemas de salud de la comunidad; de otra parte se reconoce como positiva la realización de la reunión de preparación metodológica como forma de trabajo metodológico

OBJECTIVE: To identify the learning needs proposed by professors to give the IV Human Morphophysiology subject and their criteria on meeting for Methodological Training in their teaching performance and training. METHODS: Forty professors from the New Program of Physicians Training (NPPT) were polled. RESULTS: It was possible to demonstrate that the difficulty level showed in the subject development was low and middle and that the criteria on the methodological training meeting are positive. CONCLUSIONS: Learning needs were identified in relation to teaching self-training, the subject giving and its link with community health problems; besides it is recognized as positive the carry out of the methodological training meeting as a methodological task

Analysis on the Advantages and Disadvantages of Traditional Teaching Mode and System-Based Integrated Teaching Mode in Medical Education / 中华医学教育探索杂志

The basic and clinical teaching activities are disconnected in traditional teaching mode of medical education,which has a negative influence on medical education quality.Advantages of system-based integrated teaching mode in promoting connection and transition between the basic and clinical medical teaching are discussed in this paper. Some problems in teaching material and administration may arise during the executive process of system-based integrated teaching mode.