The Use of Arts in Health Professions Education: Applicability as a New Teaching Method / 医学教育

The use of arts in Japanese health professions education has received increasing attention. This paper provides an overview of arts-integrated learning and related concepts, including medical humanities. It also discusses the benefits of using arts as a new teaching method. The benefits include facilitating the understanding of the human condition-such as involvement in medicine and disease-with emotion, including empathy, through case studies and cultivating perspective-taking and critical perspectives. Further, the use of arts helps to encourage learning in diverse contexts for transfer (application) to clinical practice, fostering values regarding medicine, nurturing a research mindset, facilitating an integrative understanding using creative methods, and enabling students to experience the usefulness of arts in medicine.

Reform of learning model of clinical pathology in primary traditional Chinese medicine hospitals in the new era / 中华医学教育探索杂志

At present, the 'Internet+' learning model is rapidly integrated with learning and work, which makes the teaching of clinical pathology in primary traditional Chinese medicine (TCM) hospitals change rapidly in the new era. With rich network resources and convenient electronic information equipment, staff of clinical pathology has set to reform the teaching concept and innovate the learning model. In this paper, innovative learning models such as TCBIL, PSBIL, TTBIL, TLBIL, WPBIL that can meet the demands of clinical pathology teaching and work in primary TCM hospitals have been summarized after long-term observation and researches through a large number of literature review as well as clinical teaching practice and thinking. This paper aims to provide assistance to the development of the department of pathology in the primary TCM hospitals, meanwhile, offer beneficial exploration to the construction of 'Internet+' integrated medical education with Chinese characteristic in the new era and the education of TCM. Besides, this paper puts forward clear concepts of integrated learning model based on the analysis of the case of the Department of Pathology, Yongchuan Hospital of Traditional Chinese Medicine of Chongqing Medical University and discuss the inherent characteristics and laws of learning model reform.

Research on algorithms for identifying the severity of acute respiratory distress syndrome patients based on noninvasive parameters / 生物医学工程学杂志

Acute respiratory distress syndrome (ARDS) is a serious threat to human life and health disease, with acute onset and high mortality. The current diagnosis of the disease depends on blood gas analysis results, while calculating the oxygenation index. However, blood gas analysis is an invasive operation, and can't continuously monitor the development of the disease. In response to the above problems, in this study, we proposed a new algorithm for identifying the severity of ARDS disease. Based on a variety of non-invasive physiological parameters of patients, combined with feature selection techniques, this paper sorts the importance of various physiological parameters. The cross-validation technique was used to evaluate the identification performance. The classification results of four supervised learning algorithms using neural network, logistic regression, AdaBoost and Bagging were compared under different feature subsets. The optimal feature subset and classification algorithm are comprehensively selected by the sensitivity, specificity, accuracy and area under curve (AUC) of different algorithms under different feature subsets. We use four supervised learning algorithms to distinguish the severity of ARDS (P/F ≤ 300). The performance of the algorithm is evaluated according to AUC. When AdaBoost uses 20 features, AUC = 0.832 1, the accuracy is 74.82%, and the optimal AUC is obtained. The performance of the algorithm is evaluated according to the number of features. When using 2 features, Bagging has AUC = 0.819 4 and the accuracy is 73.01%. Compared with traditional methods, this method has the advantage of continuously monitoring the development of patients with ARDS and providing medical staff with auxiliary diagnosis suggestions.

Reform of learning model of clinical pathology in primary traditional Chinese medicine hospitals in the new era / 中华医学教育探索杂志

At present,the 'Internet+' learning model is rapidly integrated with learning and work,which makes the teaching of clinical pathology in primary traditional Chinese medicine(TCM)hospitals change rapidly in the new era.With rich network resources and convenient electronic information equipment,staff of clinical pathology has set to reform the teaching concept and innovate the learning model.In this paper,innovative learning models such as TCBIL,PSBIL,TTBIL,TLBIL,WPBIL that can meet the demands of clinical pathology teaching and work in primary TCM hospitals have been summarized after long-term observation and researches through a large number of literature review as well as clinical teaching practice and thinking.This paper aims to provide assistance to the development of the department of pathology in the primary TCM hospitals,meanwhile,offer beneficial exploration to the construction of 'Internet+' integrated medical education with Chinese characteristic in the new era and the education of TCM.Besides,this paper puts forward clear concepts of integrated learning model based on the analysis of the case of the Department of Pathology,Yongchuan Hospital of Traditional Chinese Medicine of Chongqing Medical University and discuss the inherent characteristics and laws of learning model reform.

An exploration of medical humanities and College English integrated teaching based on the theory of content and language integrated learning / 中华医学教育探索杂志

The integration of medical humanities and College English is based on the actual needs of the development of College English and medical humanities in medical colleges and universities in China. Under the guidance of theory of content and language integrated learning (CLIL), the medical humanities and College English integrated teaching should use English medical literature and medical videos to develop students' medical humanities literacy. It should adoptstudent-centeredteaching approaches, such as case-based teaching, task-based teaching, medical humanistic practice, and autonomous learning. It should also optimize the evaluation methods. The purpose of the teaching model is to create a real English learning context for medical humanities in which students can improve their English proficiency, enrich their medical humanities literacy, and expand their international horizon as well.

Acceptance And Impact Of Integrated Teaching In Undergraduate Medical Student: An Observational Cross- Sectional Study.

Background & Objective: Among various method of medical education integrated teaching help in integration of basic, clinical and psychosocial sciences. Integrated teaching involves bringing together traditionally separate subjects so that students can grasp subject with more authentic understanding. We conducted the study to compare this scientific method of teaching with traditional learning and also obtained student’s and teacher’s feedback. Methodology: After approval from ethic committee faculty members from various departments we arranged integrated teaching program on important topic. Basic science faculty were made toparticipate actively in both case based learning and hospital visits along with clinical experts. The completed program was evaluated based on structured questionnaire and student and teacher feedback. Results: Among 58 students of 8th semester students, Pre test (TL) and post test (IL) mean of incorrect answers out of 10 structured questionnaires were 4.5517 and 2.9310. There was 35.5% improvement in result after integrated method of learning. 63% of faculty members felt that integrated teaching could be very useful. 85% students were enthusiastic about the new teaching methodology& felt that they had a better clinico pathological correlation. Conclusion: The new method of integrated teaching was found to be more effective than the traditional one. This method was well accepted by faculty as well as students. So it is need of today’s medical curriculum.

Initiating Case Based Learning (CBL) for large group in Pharmacology.

Objectives: Undergraduate medical education (MBBS) still involves large classes and most of the curriculum is delivered through traditional lectures. Some students lack opportunities for active and self-directed learning. Hence, it is necessary to initiate Case-Based Learning (CBL) for large group teaching, gather perception of students and compare the effectiveness of the CBL with regular lectures. Methods: Tuberculosis and malaria were chosen for CBL. We formulated 15 case scenarios in tuberculosis and 12 in malaria. CBL was facilitated in a large group of 112 students using buzz groups of about 10 students each. Structured feedback questionnaire was prepared to assess the perception of students about these modules using a five point Likert scale. After one month a test was administered which included questions from CBL and lecture topics. Results: Most students (93% to 96%) either strongly agreed or agreed that the module improved their comprehension, stimulated interest in the subject, improved their ability to correlate pharmacology with medicine, increased understanding of bedside clinics of tuberculosis and malaria, rational drug therapy and adverse drug reactions. The marks scored in CBL topics was significantly high 4.85 ± 1.3 compared to lecture 3.98 ± 1.4 (p<0.0001). There was significant difference (p<0.001) in the marks between high and low achievers in the CBL topics, but performance of high and intermediate achievers was insignificant. Conclusions: The majority of students perceived that CBL improved their ability to integrate the knowledge gained in pharmacology to bedside clinics. CBL significantly improved the performance of students. CBL was more effective than lecture for intermediate achievers.