Application of 3D digital modeling combined with 3D printed model in classroom theoretical teaching of orthopedics / 中华医学教育探索杂志

Objective:To investigate the application effect of 3D digital modeling combined with 3D printed model in assisting the classroom theoretical teaching of orthopedics in five-year undergraduate students majoring in clinical medicine.Methods:In May 2022, 33 five-year undergraduate students majoring in clinical medicine in the class of 2018 in Southwest Medical University were selected and divided into experimental group with 17 students and control group with 16 students according to the odd or even student number. The students in the experimental group were taught by traditional PPT+3D digital modeling combined with 3D printed model, and those in the control group were taught by the traditional PPT teaching method. The teaching effect was evaluated by theoretical examination and a questionnaire survey on the degree of satisfaction with teaching. SPSS 25.0 was used to perform the t-test, the Mann-Whitney U test, the rank sum test, and the chi-square test. Results:The experimental group had a significantly higher score of theoretical examination than the control group (86.24±4.16 vs. 82.50±6.06). The questionnaire survey on the degree of satisfaction with teaching showed that compared with the control group, the experimental group had a significantly higher degree of satisfaction with the understanding and learning of orthopedic diseases [3 (2, 3) vs. 2 (2, 2), P < 0.05], the improvement in learning interest [2 (2, 3) vs. 2 (1, 2), P < 0.05], classroom innovation [3 (3, 3) vs. 2 (1.5, 2), P < 0.05], and overall classroom teaching [3 (2, 3) vs. 2 (2, 2), P < 0.05]. Conclusion:In assisting the classroom theoretical teaching of orthopedics in undergraduate students majoring in clinical medicine, 3D digital modeling combined with 3D printed model can provide concrete 3D models, reduce the difficulties in learning, improve the awareness of orthopedic diseases, strengthen learning interest, and increase the degree of satisfaction with teaching and academic scores.

A discussion on the tactics for cultivating medical students' autonomous learning ability / 中华医学教育探索杂志

This article analyzes the limitations of traditional medical theory teaching, and proposes the strategies for cultivating medical students' autonomous learning ability, i.e., informatization-based flipped classroom, problem-oriented teaching, mind mapping training, semi-open book examination, exploitation of the clinical and scientific thinking, and practice activities of medical humanities. The strategies of "problem oriented teaching" and "mind mapping training" were integrated into the practice teaching of hematology. Compared with the traditional medical teaching mode, students' feedback after class showed that the teaching mode incorporating new cultivation strategies was more conducive to the improvement of students' self-learning ability ( P = 0.008), and their satisfaction with teaching mode, learning interest, and self-learning ability were all improved. Thus, the appropriate application of the above strategies can help improve students' autonomous learning ability and optimize the effect of medical theory teaching.

Countermeasures of "early clinical, multi-clinical and repeated clinical" for medical undergraduates / 中华医学教育探索杂志

In 2012, Chongqing Medical University was approved to be the first batch of pilot universities in China for excellent doctor education and training program, which started the exploration of "early clinical, multi-clinical and repeated clinical" for medical students, and put it into practice in clinical medicine of Batch 2015 ("5+3" integrated specialty). This paper applies the methods of literature research, questionnaire survey and empirical research to understand the needs and suggestions of students for clinical practice. It is suggested that the concept of "early clinical practice" should be integrated into the theoretical teaching, the teaching method of "case introduction" should be adopted in the course of integrated medicine education, the course of Clinical Skills should be reformed, the clinical practice activities such as "early admission to the ward" should be carried out, and the evaluation system of clinical practice should be rebuilt, hoping to provide references for the exploration of "early clinical, multi-clinical and repeated clinical" in medical education of other colleges and universities.

Study on chronic disease management ability and theory teaching model of undergraduates majoring in preventive medicine / 中华医学教育探索杂志

Objective Exploring theoretical teaching model of chronic diseases management of preventive medicine undergraduates,to provide feasible suggestions to improve the theoretical teaching of the chronic disease management ability of preventive medicine specialty in China so that graduates can better adapt to chronic diseases management work.Methods On the basis of reading a large number of relevant literature both at home and abroad,the research team designed questionnaires,and conducted a questionnaire survey on 190 respondents who engaged in chronic diseases management or teaching in central China.The content includes the understanding of the importance of training chronic disease management ability in undergraduate education of preventive medicine and the constitution and training mode of undergraduates' chronic disease management ability.EpiData 3.1 software was used to input survey data,SPSS 23.0 software was used for statistical description analysis,and the usage ratio and component ratio were used for statistical description analysis.Results The survey found that more than 50％ of the respondents believed that training students with chronic disease management should focus on prevention,intervention services and health promotion ability,and chronic disease modules need to be added to undergraduate courses in preventive medicine.Conclusions preventive medicine undergraduates need to be improved,and medical colleges should change teaching model to increase undergraduates' ability of chronic diseases management.

Brief Analysis of Teaching Model for the Processing of Chinese Materia in Our School / 中国药房

OBJECTIVE:Tosum up the condition of theoretical teaching and experimental teaching of the Processing of Chinese Materia,and to provide referencefor the reform of teaching model of the Processing of Chinese Materia. METHODS:Teaching soft-ware,teaching video and other modelrn teaching methods were used to enrich the content in theory teaching;linking theory with practice was used to stimulate students'interest in learning;scientific research achievement was introduced in teaching to train stu-dents' scientific research thinking;the teaching model of traditional confirmative experiment teaching was reformed by increasing de-signing experiment hours and score;the traditional usual performance evaluation method was changed by replacing with evaluation method of formative,and it was used for evaluation. RESULTS:The students not only learned theoretical knowledge,but also cul-tivated their ability to analyze and solve problems,changing from passive learning to active learning,so that it has made satisfacto-ry teaching effect. CONCLUSIONS:The traditional concept should be changed in teaching of the Processing of Chinese Materia, paying attention to the combination of scientific research and teaching;improve the situation of the designing experiment in the present undergraduate experimental teachingto stimulate students interest in learning,enhance students'practical ability,and im-prove the quality of teaching.

A questão do ensino teórico na formação psicanalítica / The theoretical teaching issue in psychoanalytic training / La cuestión de la enseñanza de la teoría en la formación psicoanalítica / La question de l'enseignement théorique dans la formation psychanalytique

Partindo da proposta de Fédida de que a formação analítica implica a elaboração do sintoma na formação, o texto percorre a questão do ensino teórico pelo exame de contribuições de alguns autores nacionais e estrangeiros. Consideram-se, em seguida, dois pontos: a história da constituição da regulamentação da formação pelo Instituto de Berlim com Max Eitingon, que introduziu o ensino teórico formalizado em currículos, e a marca da história datada do Instituto de São Paulo. Explora, brevemente, a marca da construção teórica em Psicanálise, que não se organiza pela descrição de fatos, mas pela condição interpretante das teorias que constrói. Para a autora, o espírito da reforma curricular do Instituto de São Paulo, nos anos 1995-1996, constitui um caminho possível na travessia do sintoma na formação.

Starting from Fedida's proposal that psychoanalytic training implies working through the symptom in training, this paper goes through the theoretical teaching issue by examining national and foreign authors' contributions. After that, two points are considered: the history of the constitution of training regulations at the Berlin Institute by Max Eitington, who introduced the formal teaching of theory in curricula, and the specific history of training in the Institute of Sao Paulo (the mark of dated history). This paper briefly explores the mark of the theoretical construction in Psychoanalysis that is not organized by the description of facts, but it is by the interpreting condition of the theories that it builds. The author believes the spirit of the curriculum reform in the Institute of Sao Paulo over the years of 1995-1996 constitutes a possible path in order to go through the symptom in training.

Tomando como punto de partida la propuesta de Fédida por la cual la formación analítica implica la elaboración del síntoma en la formación, el texto considera la cuestión de la enseñanza teórica a través de la contribución de algunos autores nacionales e extranjeros. Aborda la historia de la reglamentación de la formación psicoanalítica por Max Eitingon en el Instituto de Berlín que introdujo el sistema de enseñanza teórica por currículos. La autora considera brevemente la marca de la construcción teórica del psicoanálisis que se organiza por la condición de interpretación que tienen sus teorías. También analiza la historia del Instituto de Psicoanálisis de São Paulo. Para ella, el espíritu que conducía la reforma curricular del Instituto de San Pablo en los años 1995-1996 constituye un camino posible para vencer el síntoma en la formación.

Tout en partant de la proposition de Fédida, pour qui la formation analytique implique l'élaboration du symptôme dans la formation, le texte examine la question de l'enseignement théorique par l'observation des contributions de quelques auteurs brésiliens et étrangers. Il examine en suite deux points, l'histoire de la constitution de la réglementation de la formation par l'Institut de Berlin par Max Eitingon, lequel introduit l'enseignement théorique formalisé dans des curriculums et la marque de l'histoire datée de l'Institut de São Paulo. Elle explore rapidement la marque de la construction théorique en Psychanalyse, laquelle ne s'organise pas par la description de faits, mais par la condition interprétante des théories qu'elle construit. Selon l'auteur, l'esprit de la réforme des curriculums de l'Institut de São Paulo, dans les années 1995-1996, constitue une voie possible dans la traversée du symptôme dans la formation.

Problems Existing in Clinical Theoretical Teaching Aided with PowerPoint / 中华医学教育探索杂志

The problems in making PowerPoint slides include too many characters in a single slide,too many presentations in a class hour,lacking or impertinently employing of multimedia materials,deficiency in aesthetic feeling,etc.The problems in clinical theoretical teaching aided with PowerPoint include the teacher becoming a commentator for slides,teaching too many contents in a single hour,neglecting traditional teaching aid,etc.The combination of rich medical knowledge,super teaching skills and ability of good taste for slides is the key to make perfectly and use rightly PowerPoint.