ABSTRACT
Objective:To investigate the effect of homogeneous management combined with staged teaching on physicians receiving standardized training of hepatobiliary surgery.Methods:A total of 46 physicians who received standardized training in Department of Hepatobiliary Surgery, The First Affiliated Hospital of Xi'an Jiaotong University, from January to March 2020 were selected as control group and were given conventional teaching, and 50 physicians who received standardized training from April to June 2020 were selected as observation group and were given homogeneous management combined with staged teaching. The two groups were compared in terms of professional level, clinical ability, and the degree of satisfaction with teaching before and after teaching. SPSS 24.0 was used to perform the independent samples t-test, the paired t-test, the chi-square test, and the rank sum test. Results:After teaching, both groups had significant increases in the scores of theoretical examination and operation skill examination, and compared with the control group, the observation group had significantly higher scores of theoretical examination (94.57±3.28 vs. 90.32±2.12) and operation skill examination (94.37±4.18 vs. 91.25±3.46). After teaching, both groups had significant increases in the scores of clinical consultation, physical examination, humanistic concern, clinical diagnosis, communication ability, organizational ability, and overall evaluation, and the observation group had significantly higher scores of the above seven aspects than the control group (6.98±0.94/6.45±0.14/6.95±0.88/6.65±0.93/6.53±0.26/6.84±0.92/6.58±0.35 vs. 6.13±0.31/6.21±0.76/6.21±0.42/6.18±0.35/6.32±0.61/6.33±0.24/6.25±0.71). The observation group had a significantly higher overall satisfaction rate than the control group [94.00% (47/50) vs. 78.26% (36/46)].Conclusion:In the standardized training and teaching of hepatobiliary surgery, homogeneous management combined with staged teaching can improve the professional level and clinical ability of physicians and enhance the degree of satisfaction with teaching.
ABSTRACT
Objective To investigate the application of staged teaching method in clinical teaching of gastroenterology. Methods 64 students were randomly divided into two groups: group A (n=32) was taught by traditional teaching method and group B (n=32) by staged teaching method. The scores of clinical technique skills, comprehensive cases and total scores were compared between the two groups. SPSS 19.0 was used for t test and statistical significance was established at a P value of less than 0.05. Results The scores of technique skill in group B were higher than that in group A , but there was no statistical significance. The scores of comprehensive cases in group B were higher than that in group A, and there was statistical significance . The total scores in group B were higher than those in group A , and there was statistical significance (P=0.003). Conclusion The staged teaching method could be promoted for its advantages in encouraging the students' interest in study, improving their ability to analyze problems and elevating their ability of practice.
ABSTRACT
Objective To explore the application effect of elaborate and staged teaching in the teaching of emergency nursing practice.Methods 65 cases of intern nursing students in emergency department from June 2015 to July 2015 were selected as the control group,and the traditional clinical teaching mode was adopted for this group.68 cases of intern nursing students in emergency department from August 2015 to September 2015 were selected as the experimental group,and elaborate and staged teaching was adopted to make teaching requirements in order to carry out the clinical practice teaching.The resuits of two groups of intern nursing students in theoretical score and practice score undergoing different kinds of teaching modes were contrasted and analyzed,and the teaching satisfaction degree for the intern nursing students were recorded.All the data were analyzed by t test with independent sample.Results The theoretical knowledge score [(82.0 ± 1.7) vs.(77.5 ± 2.0)],practice performance score [(80.5 ± 1.3) vs.75.5 ± 2.5)] and teaching satisfaction degree [(93.3 ± 1.3) vs.(75.5 ± 2.5)] of the experimental group were significantly better than those of the control group,and the differences were all statistically significant (P＜0.05).Conclusion Elaborate and staged teaching is helpful for nursing students to master the knowledge and clinical practice skills in emergency nursing,and can improve the teaching satisfaction of the nursing students.There is certain kind of value for promotion for this mode.
