Impact of stage-specific limb function exercises guided by a self-management education model on arteriovenous fistula maturation status.

BACKGROUND: The exercise of limb function is the most economical and safe method to promote the maturation of arteriovenous fistula (AVF). However, due to the lack of a unified exercise standard in China, many patients have insufficient awareness of the importance of AVF, leading to poor effectiveness of limb function exercise. The self-management education model can effectively promote patients to take proactive health-related actions. This study focuses on the characteristics of patients during the peri-AVF period and conducts a phased limb function exercise under the guidance of the self-management education model to observe changes in factors such as the maturity of AVF. AIM: To assess the impact of stage-specific limb function exercises, directed by a self-management education model, on the maturation status of AVFs. METHODS: This study is a randomized controlled trial involving 74 patients with forearm AVFs from the Nephrology Department of a tertiary hospital in Sichuan Province, China. Patients were randomly divided into an observation group and a control group using a random number table method. The observation group underwent tailored stage-specific limb function exercises, informed by a self-management education model which took into account the unique features of AVF at various stages, in conjunction with routine care. Conversely, the control group was given standard limb function exercises along with routine care. The assessment involves the maturity of AVFs post-intervention, postoperative complications, and the self-management level of the fistula in both groups patients. Analyses were conducted using SPSS version 23.0. Count data were represented by frequency and percentage and subjected to chi-square test comparisons. Measurement data adhering to a normal distribution were presented as mean ± SD. The independent samples t-test was utilized for inter-group comparisons, while the paired t-test was used for intra-group comparisons. For measurement data not fitting a normal distribution, the median and interquartile range were presented and analyzed using the Wilcoxon rank sum test. RESULTS: At the 8-wk postoperative mark, the observation group demonstrated significantly higher scores in AVF symptom recognition, symptom prevention, and self-management compared to the control group (P < 0.05). However, the variance in symptom management scores between the observation and control groups lacked statistical significance (P > 0.05). At 4 wk after the operation, the observation group displayed a superior vessel diameter and depth from the skin of the drainage vessels in comparison to the control group (P < 0.05). While the observation group did manifest elevated blood flow rates in the drainage vessels relative to the control group, this distinction was not statistically significant (P > 0.05). By the 8-wk postoperative interval, the observation group outperformed the control group with notable enhancements in blood flow rates, vessel diameter, and depth from the skin of drainage vessels (P < 0.01). Seven days following the procedure, the observation group manifested significantly diminished limb swelling and an overall reduced complication rate in contrast to the control group (P < 0.05). The evaluation of infection, thrombosis, embolism, arterial aneurysm stenosis, and incision bleeding showed no notable differences between the two groups (P > 0.05). By the 4-wk postoperative juncture, complications between the observation and control groups were statistically indistinguishable (P > 0.05). CONCLUSION: Stage-specific limb function exercises, under the guidance of a self-management education model, amplify the capacity of AVF patients to discern and prevent symptoms. Additionally, they expedite AVF maturation and mitigate postoperative limb edema, underscoring their efficacy as a valuable method for the care and upkeep of AVF in hemodialysis patients.

"The Design and Acceptability of a Hip Hop Themed Integrated Nutrition Math Curriculum for Minoritized 5th Grade Students Using the Multisensory Multilevel Health Education Model".

Digital technology creates new opportunities to design multisensory learning experiences. Evidence suggests that digital innovation can greatly benefit health education, including nutrition programs. The COVID-19 pandemic disrupted the education sector, forcing schools to modify standard practices from exclusively in-person delivery to online or blended learning. Digitalized curriculums became particularly useful as an Emergency Remote Teaching tool. This article focuses on developing and implementing a multimedia, multisensory, and scalable Hip-Hop Healthy Eating and Living in Schools (H.E.A.L.S.) Nutrition-Math Curriculum (NMC). NMC comprises 20 lessons-music-based multimedia resources used in the classroom or at home. Fourteen lessons represent self-directed online modules (asynchronous learning) hosted on a Learning Management System (LMS) called "Gooru." The remaining six lessons are teacher-facilitated (in person or using Zoom) review sessions (synchronous learning). The article discusses (1) the development of NMC through the lens of the Multisensory Multilevel Health Education Model (MMHEM), (2) the high acceptability of NMC evaluated using a mixed-methods design among minoritized fifth-grade students attending an after-school program, and (3) the students' completion and mastery rates of the NMC modules based on LMS data. Multimedia nutrition education programs integrated with common core curriculum content, such as NMC, may be a promising avenue for disseminating health education to minoritized children living in New York City and similar high fast-food density cities.

Insights from a dataset on behavioral intentions in learning information flow diagram capability for software design.

Developing complex software may be difficult for students or those with less technical expertise in software design due to the large number of diagrams and the complexity of their relationships. Unified modeling language (UML) provides conceptual software design as a system's blueprints, including programming statements, software processes, software components, deployment, design, and development, whereas database schemas use UML for an object-oriented database and entity relation model (ERD) for a relational database. An information flow diagram (IFD) is a technical tool for designing software that includes Infrastructure, data and information, and processing flow. IFD can benefit from examining a new paradigm that facilitates a more practical and rapid understanding of information designs. This data set contains the results of an investigation into the factors affecting the acceptance of IFD for software design by college students. Google forms are used to collect information from undergraduate and graduate computer science, IT, and software engineering students. The extended technology acceptance model (TAM) will focus on studying factors affecting acceptance or decision to use IFD, which includes the ability to create information flow diagrams, satisfaction with software design, and business requirement expectations. This study was carried out at four Thai universities. Research data collection for software design and development courses spanned the academic year 2021. Concerning the use of IFD in software design, 537 respondents were questioned regarding their perceptions, behavioral intentions, information flow diagram capability, software design satisfaction, and business requirement expectations. All students completed the survey. To ensure that participation was voluntary, each participant gave informed consent. Any collected information was rendered anonymous. The participants were given the information solely for research purposes. Ethical values, respect, autonomy, compassion, and confidentiality were guaranteed. The survey's primary questions correspond to the acceptance model's independent variables. Online distribution of the questionnaire yielded 537 valid responses. The dataset consists of 1) student demographics and 2) student perspectives on the factors influencing their intent to learn and apply IFD to software design. Partial Least Squares - Structural Equation Modelling was utilized to analyze the data (PLS-SEM). With the help of these data, researchers, software developers, and educators in various settings can use and analyze alternative software designs and validate models used to study and predict the acceptance of behaviors and factors.

Continuum of nursing education and practice: Time to close the chasm between academia and practice.

Nurses play a key role in the health of Americans. Unfortunately, the nation is expected to experience an increasing nursing shortage due to nurses retiring or leaving the profession and growing healthcare needs. In this context, it is important to prepare nursing students to be practice-ready graduates. To accomplish this goal, students must learn domain knowledge that is reflective of current nursing practices and have ample experiential learning opportunities, which require close collaboration between academia and practice in nursing education. Traditionally, faculty members who have developed nursing curriculum and the course content are mainly from within academia. The aims of the article are to describe prior efforts in academia-practice collaboration for baccalaureate-level nursing education and to propose the innovative Nursing Education and Practice Continuum model, which expands our team's successful collaborative projects. The model conceptualizes nursing education as a continuum between academia and practice, which constantly interact and evolve, and facilitates co-building and co-implementing nursing education courses for both students and practicing nurses. Nursing practice is also a continuum between experiential learning and practice after graduation. This continuum model can be implemented by aligning baccalaureate-level nursing education with the Nurse Residency Program curriculum. This article also addresses potential challenges and strategies during implementation.

Exploration of Modern Integrated Chinese and Western Medicine Model：from Target to State / 中医杂志

It is the current confusion encountered by integrated Chinese and Western medicine that how to find the breakthrough direction of integrating Chinese and Western medicine， from crossover to integration to innovation， and open up a new horizon of integrated Chinese and Western medicine. The progress of Chinese medicine lay in expanding the scope of diagnosis and treatment with the help of modern diagnostic and therapeutic equipments and developing “micro” identification， while the progress of Western medicine lay in looking at “macro” and developing systemic medicine and integrated medicine， both of which are in the direction of each other. The “state-target identification and treatment” may become an important way to build a modern diagnosis and treatment system of integrated Chinese and Western medicine， and the thinking mode of “from target to state” is a further refinement and development on the basis of the theoretical system of “state-target identification and treatment”， which provided a clearer solution for the current stage of the integrated Chinese and Western medicine model， and pointed out the important development direction for the future integrated Chinese and Western medicine. From the perspective of strategic level and diagnosis and treatment practice， it integrated the “target-state” thinking mode into the modern diagnosis and treatment model of the integrated Chinese and Western medicine， i.e.， “Western medicine as the basis and treating with Chinese medicine； Chinese medicine as the basis and treating with Western medicine”. On the one hand， Western medicine should strengthen the reference to the traditional theories and holism of Chinese medicine， and advocate a higher level of education on the integrated Chinese and Western medicine under the guidance of the traditional theories of Chinese medicine. On the other hand， the “from target to state” mode of thinking should be applied to guide the establishment of diagnostic and treatment strategies and clinical selection of medicines in clinical practice， so as to locate the target and adjust the body state in a gradual and orderly manner， and to provide practical methods for the modern clinical work of the integrated Chinese and Western medicines. Chinese and Western medicine systems can learn from each other， combine organically， give full play to their respective strengths， and form an internal law， so as to make breakthroughs and innovations in the integrated Chinese and Western medicine model.

The Impact of Different Pedagogical Models on Moderate-to-Vigorous Physical Activity in Physical Education Classes.

The aims of this study were twofold: (i) to examine differences in physical activity (PA) variables regarding the length of Physical Education (PE) lessons (45 vs. 90 min) and teaching methodology (Teaching Games for Understanding (TGfU) or hybrid TGfU-sports education (SE)); and (ii) to estimate the percentage of time spent in moderate-to-vigorous (MV) PA assessed via an accelerometer based on total step count, BMI, age, and sex, considering the pedagogical models and the class length. This study was carried out in three classes of invasion games in PE. Two classes were taught based on TGfU (44 students, 18 males, 12.6 ± 0.55), and one was taught based on a hybrid TGfU-SE (17 students, 9 males, 13.7 ± 0.90). The same students were assessed twice, first in a 45 min class and then in a 90 min class. The students' MVPA was assessed using the Actigraph GT3X Activity Monitor. The results revealed significant differences in PA intensity regarding the length of the PE lesson (45 vs. 90 min) and the teaching methodology. The 45 min classes using TGfU were more intense and had less sedentary time than the 90 min classes. When using a hybrid TGfU-SE, the 90 min classes had higher intensities than the 45 min classes. Generally, when comparing the two types of pedagogical intervention, the TGfU model provided more active lessons and less sedentary time in class than a hybrid TGfU-SE. The TGfU model is more profitable for increasing MVPA in class. Due to the issues related to the organization and management of sports practice in class, several recommendations for maximizing MVPA in a hybrid TGfU-SE class must be considered.

The influence of entrepreneur's innovation and entrepreneurship on modern art teaching model.

It is necessary to explore the significance of innovation and entrepreneurship to Chinese art education. The organization and operation mechanism of innovation and entrepreneurship education (IEE) is studied according to the current situation of IEE in Chinese art colleges and universities. The IEE system of art colleges and universities is optimized, and a new teaching model of IEE with the characteristics is explored. In addition, the research methods are theoretical analysis, comparative analysis, and empirical analysis. The objects are students from some domestic art academies. The influence of innovation and entrepreneurship on the modern art teaching model is explored. It mainly investigates the awareness and needs of college students' innovation and entrepreneurship, the professional knowledge of students participating in related activities, the transformation of achievements, and the system and management of IEE. Based on this, a new teaching model of innovation and entrepreneurship is proposed. The six dimensions of creativity, initiative, interest, ideation, independence, and concentration of students in this model are evaluated. The results show that the spirit of innovation and entrepreneurship has a significant role in improving the contemporary art education model on these six dimensions. It is found that this spirit is vital for the development of contemporary art education. In art education, the application of entrepreneurship improves students' thinking and practical ability. And this spirit is an important part of the construction of contemporary art education.

Fostering Youth Female Athletes' Decision-Making Skills through Competitive Volleyball: A Mixed Methods Design.

Decision-making is one of the most important life skills for young athletes to succeed in their daily lives and can be improved through Positive Youth Development (PYD) programs. Although the application of this type of programs has increased within educational and recreational sports, there is a lack of research relating PYD through competitive sports. Therefore, the objective of this study was to determine whether an intervention with competitive female youth players improves their decision-making. A hybrid PYD program was applied (37 trainings and 14 games) using convergent mixed methods. 15 girls (8-10 years) and a male coach participated in the study. Semi-structured interviews and field notes were used to collect qualitative data and the Decision-Making Style in Sport questionnaire was used to collect quantitative data. The results showed a positive perception of the improvement in decision-making in both the players and the coach; however, there was no statistical significance between the pretest and the posttest, and the integration between qualitative and quantitative data was mostly discrepant. Despite the lack of significance in the statistical analysis, the findings suggest that the intervention program appears to have beneficial effects on the development of decision-making skills in the players.

Characterization Of Flipped Classroom Model in Higher Education: A Perception from Educational Resilience During Covid-19 Pandemic.

This article presents a study about some perceptions of university students' perceptions in Barranquilla, Colombia about flipped classrooms during Covid-19 pandemic. The group of participants were 302 students who are studying in different universities of the city and took their virtual or remote classes with a flipped classroom strategy. Students identified their learning styles, experiences and characteristics of the virtual or remote classes and their class preferences. In addition, they mentioned resources and learning spaces used by the teachers that promote collaboration and knowledge development and technology used by the university to develop classes. Given the results of the survey, it was determined that flipped classroom strategy is a useful method for the students because it allowed them to be more self-taught (independent learning) during pandemic. It was possible to identify their learning styles and to create spaces of greater participation with the teachers as guides. Flipped classrooms allow learning by doing, developing and participating and no memorizing (traditional method) supported by emerging technologies applied in university teaching. These technologies must be combined with different strategies that allow the development of skills, teamwork and comprehension of the topics.

Construction of interactive health education model for adolescents based on affective computing.

At present, people mainly focus on health education for adolescents. The health education of adolescents is related to future of adolescents. In youth, their emotions are easily influenced. Therefore, this manuscript constructs an interactive health education model for adolescents through affective computing. Researchers in various countries have done a lot of research on human-computer interaction, and affective computing is one of the research hotspots. This manuscript aims to study the use of affective computing to construct an interactive health education model for adolescents. It proposed an interactive emotional algorithm based on emotional computing and focuses on the ICABoost algorithm. The experimental results of this paper show that the surveyed junior high school students are divided into three grades: the first, second, and third grades. Among them, 11, 11, and 13 were mentally healthy, with a total percentage of only 18.5%; 16, 14, and 16 were moderately severe in health education, accounting for 24.3%. The percentage of severe cases was 29.6%. It can be seen that, through the investigation of this manuscript, it can be seen that today's youth health education should be paid attention to. Only by constructing a corresponding interactive health education model for young people can we promote the comprehensive and healthy development of young people.

The Effect of Education Model in Physical Education on Student Learning Behavior.

This research explores the effect of the sports education model implemented in physical education on college students' learning motivation and outcomes. The sports education model was compared with traditional physical education teaching as a control group. Participants were 60 college students in two classes. The ARCS (Attention, Relevance, Confidence, Satisfaction) Learning Motivation Scale, the Physical Education Affection Scale and a learning sheet were used for pre- and post-test comparison. Quantitative analysis was carried out on the post-test data using a dependent sample t-test and an independent sample t-test. The study found that: (1) the students in the sports education model group showed clear progress in learning motivation, affection, cognition and behavior, whereas the students in the traditional physical education group showed clear progress in cognition but no significant improvement in learning motivation, affection or behavior; (2) the sports education model group is clearly superior to the traditional physical education group in terms of learning motivation, affection, cognition, and behavior. This research shows that students are highly receptive to the sports education model, with a positive attitude and a high degree of motivation to learn to actively change their sports behavior. The sports education model brings several benefits: (1) it is an effective teaching method; (2) students' sense of responsibility, leadership and participation can be improved; (3) the preliminary homework and course structure descriptions take more time to compose, but can better guide students' motivation for learning physical education and can enhance teachers' professional growth.

Towards a collaborative-integrative model of education and training in neurosurgery in low and middle-income countries.

BACKGROUND: Neurosurgery inequity between High-Income Countries and Low- and Middle-Income Countries is striking. Currently, several models of education and training are available each has advantages and limitations. Our goal is to suggest an integrative model of Education and Training with international collaboration which will assure the most cost-effective Training Model. MATERIALS AND METHODS: The authors reviewed the literature narratively and examined in broad stroke the different existing models of international education and training programs to analyze their strengths, limitations, and cost-effectiveness in addressing the needs of Neurosurgery in Low and middle-Income Countries. RESULTS: Several international institutions have been involved in Education and Training in Global Neurosurgery. The most common models for international education include short-term surgical mission and boot camps, a full residency training program in HICs, and a full residency training Program in Local or regional World Federation of Neurosurgical Societies (WFNS) reference centers in Low and Middle-Income Countries, and online education. In Africa, both Local residency training centers and WFNS reference centers are available and provide full training programs in Neurosurgery. Among them, WFNS Rabat Training Center is the first established center in Africa in 2002. This program is supported by the WFNS Foundation and by the Africa 100 Project. Some of these education models face currently challenges such as sustainability, financial support, and ethical issues. CONCLUSION: Training neurosurgeons from Low and Middle-Income countries in local and regional WFNS Training centers might be the most cost-effective model of training that helps close the gap in neurosurgery. This training Model is duplicable and may be integrated into a global cohesive and collaborative model of education with international institutions.

Construction and Application of Dynamic Evaluation System and Educational Model of College Students' Mental Health.

The aim of the paper is a dynamic evaluation system that provides support to the students' mental health. Mental health contains students' feelings, psychological, and social well-being. Extracurricular activities, professional and innovative skills, self-awareness, emotional management, cultural norms, and personality development are the essential factors in a dynamic evaluation system for students' mental health. Extracurricular activities support learning additional things except for the subjects. Thinking skill is being an optimistic idea to mental health. Through professional and innovative skills, students can express their thoughts and ideas with others. Understanding one's feelings are considered self-awareness. It supports finding the good and uniqueness of a particular person. Emotional management accepts and controls the feelings of the students. Virtue, ethics, honesty, loyalty, responsibility, positive thoughts, relational skills are the important factors in cultural norms. Feelings and ways of behavior affect mental health in personality development. Self-confidence is the main element in personality development. This article engaged to adopt a descriptive research method to present a perfect model for this research. The probability method (random sampling method) and non-probability method (purposive sampling method) were utilized for this research. A total of 349 sample sizes of college students participated in the questionnaire survey and 12 sample sizes of college instructors responded to the face-to-face interview from the priority areas of the university. Finally, Thus, in this research, extracurricular activities and professional and innovative skills are dominant factors when examining other factors. These leading factors are expressed clearly by students to protect their mental health of the students.

Impact of the peer education model on nursing students' anxiety and psychomotor skill performance: A quasi-experimental study.

Background: Peer-assisted education (PAE) is a collaborative and active learning strategy in which another student or another student group teaches one group of students. This model is quite widely used in social and health science vocational education. Aim: This study was carried out to determine the effect of peer education on clinical skill learning and anxiety in nursing students. A quasi-experimental and a single-blinded design were used. Subjects and Methods: This study was conducted using experimental (n = 45) and control groups (n = 47) in a university in the Central Anatolia Region, Turkey. A total of 92 students were included. The experimental group received peer education nursing skills. The control group also received education in the traditional model. An Objective Structured Clinical Examination (OSCE) pretest and posttest were used to assess student performance. Results: It was found that the total scores of posttraining exam success in both experimental and control groups increased (35.20 ± 4.63; 36.70 ± 5.36, respectively) and there was no statistically significant difference between the two groups (P > 0.264). The posttest scores of anxiety in the experimental group were less than the control group (30.18 ± 2.25; 41.21 ± 4.20, respectively). Conclusions: The use of the peer education model in nursing education has been found to reduce the level of learning anxiety and positively affect psycho-motor skill acquisition. It is proposed to be used as an alternative method in vocational skills training within this context in this area.

Practical COVID-19 Prevention Training for Obstetrics and Gynecology Residents Based on the Conceive-Design-Implement-Operate Framework.

Background: The spread of COVID-19 poses a challenge for obstetrics and gynecology (O&G) residents. In order to improve the theoretical knowledge and practical skills of residents in epidemic prevention and control, reduce work pressure and improve professional skills, effective and sound training models are required to improve the protection of O&G residents from COVID-19. Method: A total of 38 standardized training O&G residents working in Shengjing Hospital of China Medical University in March 2020 was selected. They were randomly divided into intervention and control groups. The control group underwent a protection theory exposition according to the traditional training method, while the intervention group adopted a conceive-design-implement-operate (CDIO) mode, arranged training courses in combination with the O&G specialty, and completed four modules of CDIO. After the training, the theoretical knowledge and practical operation were assessed, and the work stress and occupational identity scales were assessed. The assessment results and scores of the two groups of residents were analyzed. Results: Compared with the scores of the residents in the control group, the theoretical and technical scores of the residents in the intervention group significantly improved (P < 0.05). In the evaluation of organizational management, workload, interpersonal relationship, and doctor-patient relationship pressure, the scores of the intervention group were lower than those of the control group, with a statistical difference (P < 0.05). For the intervention group, the job stress and professional identity evaluation scores were significantly higher than those of the control group (P < 0.05). Conclusion: The CDIO model can effectively enhance the theoretical knowledge and practical skills of O&G residents in COVID-19 epidemic prevention protocols to reduce work pressure and improve professional identity. In addition, it provides new ideas, methods, and approaches for future clinical practice training.

Research on the Mixed Education Mode for the Safety Engineering Major during the Coronavirus (COVID-19) Epidemic.

During the COVID-19 epidemic, many countries faced a critical situation in terms of the global economy and human social activities, including education. In China, the coronavirus is better controlled. Chinese university students have returned to school to study. Despite previous research on online education and learning, the readiness of students for the online and offline learning models implemented at this particular time is not well understood. This paper discusses a hybrid education model for undergraduate students in the safety engineering major. Questionnaires are administered to faculty and students from different colleges and universities in the same major to statistically summarize the influencing factors of mixed or hybrid education. The system dynamics (SD) model is constructed and simulated to determine that using online in the tenth to fifteenth, twenty-fifth to thirtieth, and fortieth to forty-fifth min of classroom teaching (50 min in total) can effectively increase students' interest and engagement in learning. More hands-on activities should also be considered to enhance students' motivation to acquire knowledge, and consideration could be given to encourage interaction among students. This study will be continuously improved by a follow-up study of undergraduate student performance. This study has important implications for educators implementing online and offline blended instruction.

The application of narrative education model in clinical teaching of nurses in operating room / 中华医学教育探索杂志

Objective:To analyze the application value of narrative education model in clinical teaching of nurses in operating room.Methods:A total of 90 nursing students in the Department of Operating Room, Shanghai Tenth People's Hospital from January 2018 to January 2020 were selected as the research objects and randomly divided into observation group and control group, 45 in each group. The control group was taught by traditional mentoring method, and the observation group was taught by narrative education model. The two groups of nursing students practiced for 4 weeks. After the teaching, the scores of theoretical knowledge and operation were compared between the two groups. The scores of career identity scale and caring ability evaluation scale of the two groups were compared, the scores of each dimension of Chinese registered nurse core competence scale (CIRN) were evaluated, and the feedback of the two groups of nursing students on the teaching methods was analyzed. SPSS 22.0 was used to conduct t-test and chi-square test. Results:The scores of theoretical knowledge and operation in the observation group were (94.52±5.34) points and (88.67±3.98) points, respectively, which were significantly higher than those [(85.67±5.26), (82.24±4.16)] in the control group ( t=7.92, 7.49, all P<0.001). The scores of professional identity scale and caring ability evaluation scale in the observation group were (39.12±5.12) points and (193.14±11.24) points, respectively, which were significantly higher than those [(34.21±4.23), (180.23±11.35)] in the control group ( t=4.96, 5.42, all P<0.001). The scores of various dimensions of CIRN in the observation group were significantly higher than those in the control group ( t=4.72, 7.57, 4.13, 4.66, 6.19, 4.27, 5.48, all P<0.001). The feedback of nursing students in the observation group on teaching methods was significantly better than that in the control group ( χ2=4.29, 6.48, 12.26, 4.44, 7.60, 5.03, P<0.05). Conclusion:Narrative education model can significantly improve the internship effect of operating room interns, with clinical value.

Application of organ system based learning model in undergraduate clinical practice teaching of anesthesiology / 中华医学教育探索杂志

Objective:To evaluate the teaching effect of organ system based learning model on undergraduate clinical practice teaching of anesthesiology.Methods:Thirty-five undergraduates of Batch 2013 who practiced in the Department of Anesthesiology, The First Affiliated Hospital of Chongqing Medical University (round 2) were enrolled as the control group; another 27 undergraduates of Batch 2014 were enrolled as the experimental group. The examination before entering the department evaluated the basic knowledge levels of the two groups. The control group was given the traditional practice teaching mode, while the experimental group was given the practice teaching mode based on organ system. The teaching effect of the organ system based learning model on the practice of department of anesthesiology was evaluated by the examination after the practice and questionnaire survey on students. SPSS 19.0 was used for data statistics and t test was conducted for analysis. Results:There was no significant difference in gender, age and admission education performance between the two groups ( P=0.168, 0.592, 0.750). In the quality and analysis scores of the medical records, the review defense scores, and the theoretical scores, the average scores of the experiment group were all higher than those in the control group ( P=0.021, <0.001, <0.001) at the end of the practice; there was no significant difference in operational exam between the two groups ( P=0.106). The results of questionnaire survey showed that the average scores of the experiment group in the satisfaction of learning mode, teaching efficiency, education and teaching level and teaching information were all higher than those in the control group ( P<0.001, <0.001, <0.001, <0.001); there was no significant difference between the two groups in students' learning efficiency and inspiration ( P=0.778, 0.104). Conclusion:The organ system based learning model in undergraduate clinical practice teaching of anesthesiology has significantly improved the education quality, the theoretical achievement and comprehensive ability of interns.

Practical application of "dual-element and three-step" vocational college education model based on the modern apprenticeship / 中华医学教育探索杂志

This research implements the "dual-element and three-step" education model based on the modern apprenticeship system for rural medical students, establishes a complete teacher management system through the joint enrollment of schools and teaching hospitals, and strengthens the professional cognition stage, professional learning stage and professional practice stage. It has certain effects on promoting students' good sense of professional identity and responsibility, enhancing learning initiative and professional vocational ability, and cultivating skilled and service-oriented medical talents with "six-in-one" post competences in rural areas.

Effect analysis of organ system based integrated curriculum in the teaching of clinical medicine undergraduates / 中华医学教育探索杂志

Objective:To explore the teaching effect of organ system based integrated curriculum in the undergraduates of clinical medicine.Methods:A retrospective cohort study was conducted among 284 undergraduates majoring in clinical medicine from Batch 2011 to Batch 2016 in Shanghai Jiao Tong University School of Medicine. The observation group were 147 undergraduates from Batch 2014 to Batch 2016, taking organ system based integrated curriculum. The control group included 137 undergraduates from Batch 2011 to Batch 2013, taking the traditional mode of subject-centered curriculum. SPSS 21.0 was performed for independent sample t test, and questionnaires were issued to investigate students' evaluation of the teaching of organ system based integrated curriculum. Results:The examination scores of internal medicine problem based learning test, surgical theory test and surgical operation test were better in observation group than in control group [(86.34±2.74) vs. (85.51±3.36); (79.69±8.41) vs. (77.18±6.92); (81.43±10.72) vs. (76.78±11.29), P<0.05]. Obstetrics and pediatric theory test scores were lower in observation group than in control group ( P<0.05). There was no significant difference in test scores of internal medicine between the two groups ( P=0.935). The satisfaction rate of organ system based integrated curriculum in the observation group was 83.75%. Conclusion:The teaching of organ system based integrated curriculum can improve students' comprehensive abilities, and has certain requirements for students' learning autonomy.