RESUMO
Objective:To explore the application of micro-lecture system based on ASSURE model in clinical practice teaching of dermatology.Methods:Sixty clinical medicine undergraduate intern doctors in Batch 2014 of Anhui Medical University were randomized into 2 groups, with thirty interns in both experimental group and control group. Micro-lecture system based on ASSURE model teaching method was adopted in experimental group, while traditional teaching method was adopted in control group. At the end of practice, theory test scores and medical record writing was used to evaluate the clinical ability of interns in two groups, and questionnaire survey was conducted to evaluate the satisfaction of interns with the teaching method of micro-lecture system based on ASSURE model. SPSS 16.0 was used for t test. Results:①Theory test scores were higher in experimental group than in control group, with statistically significant differences between the two groups ( P<0.05); ②The scores of history of illness, physical examination, treatment plan and the medical record writing were higher in experimental group than in control group ( P<0.05); ③At the end of internship, the questionnaire showed that the interns in the experimental group were more recognized for this new way of teaching. Conclusion:Micro-lecture system based on ASSURE model teaching method has achieved better results in the teaching of dermatology, which is worthy of future research and promotion.
RESUMO
Background: Child pedestrian injury is a global public health concern. Our aim in the present study was to investigate the effects of active learning-based educational intervention on street-crossing behavior among male primary school students in Mehriz county, Iran. Methods: In this randomized controlled trial, 90 first grade elementary school students(experiment = 50, control group = 48) participated. The "ASSURE Model" was applied to design the template of this active learning-based educational program, which was implemented for the experiment group in eight sessions. Behaviors of the students about ''looking for vehicles on the street'', "being cautious of dangers'' and ''crossing from safe places'' were observed and documented in actual traffic environments before, 1 week, and 6 months after intervention. Results: One week and 6 months after the intervention, the experiment group's performance in all 3 behaviors were significantly improved (P < 0.001). Distraction-adjusted differences in the mean scores of behaviors between the experiment (Mean = 2.62) and control (Mean = 3.19)groups before and 6 months after intervention (Mean in experiment groups = 6.3, Mean in control group = 4.24) were also statistically significant (P < 0.001). Conclusion: Our educational intervention was found to be helpful in promoting the street crossing behaviors of primary school-aged children. School healthcare professionals may apply active learning education as the core category of their interventional programs to promote street-crossing behaviors among primary school students.
