RESUMO
Objective:To explore the application effect of the problem-originated clinical medical curriculum (PCMC) and problem-based learning (PBL) on teaching interns in the department of emergency.Methods:A total of 71 interns received in the department of emergency from January 2018 to January 2020 were selected and divided into an observation group ( n=38) and a control group ( n=33) according to different teaching methods. Among them, the control group received traditional teaching, the observation group took PCMC combined with PBL teaching method. The comprehensive ability scores and teaching quality of the two groups of interns were observed, and their satisfaction with teaching and the patient's evaluation on them were recorded. SPSS was used for t test. Results:There was no significant difference in the theoretical test scores, case analysis ability, and operational skills scores between the two groups before the teaching. After teaching, they were all improved, and the improvement effect of the observation group was significantly better than that of the control group [(92.30±4.37) vs. (83.75±3.98); (90.24±5.31) vs. (85.35±4.57); (91.33±5.28) vs. (86.49±4.42), all P<0.05]; the scores of basic job mastery, work attitude, adaptability and doctor-patient communication of the two groups were all improved, and the observation group was higher than the control group ( P<0.05); the satisfaction of the interns and the evaluation results of patients in the observation group were better than those of the control group ( P<0.05). Conclusion:PCMC combined with PBL used in the teaching of interns in the department of emergency can not only stimulate the interns' interest in learning, increase their theoretical knowledge, improve their learning ability and practical ability, but also improve the quality of teaching and improve their clinical resilience.
RESUMO
Objective:To explore the value of problem-originated clinical medical curriculum (PCMC) and problem-based learning (PBL) in obstetric nursing teaching.Methods:A total of 80 rotary nursing interns from the Department of Obstetrics, Affiliated Hospital of Jining Medical University between July 2018 and June 2019 were selected as the research subjects, and were divided into observation group (40 cases, taking PCMC and PBL teaching method) and control group (40 cases, taking traditional teaching). The periodic assessment results of interns, theoretical results and operational results of the out-department examination, nursing-mini-clinical evaluation exercise (Nursing-Mini-CEX) and students' evaluation of teaching work were compared after departure from the department. SPSS 21.0 was used for t test and chi-square test. Results:①After intervention, the theoretical results of term interpretation, judgment question, fill-in-blank question and case analysis question were higher in observation group than those in control group ( P<0.05). ② After intervention, the scores of operational assessment results such as clothing, operational purpose, supplies preparation, evaluation, operational process, precautions and health education in observation group were higher compared with those in control group ( P<0.05). ③After intervention, the scores of eight dimensions such as nurse-patient communication, nursing skills, humanitarian spirit, counseling and patient teaching skill, nursing observation, organizational effectiveness, record reporting and overall competence were higher in observation group than those in control group ( P<0.05). ④The teaching evaluation (in addition to theoretical practical learning ability and comprehensive quality) of interns in observation group after intervention was higher than that of interns in control group ( P<0.05). Conclusion:The implementation of PCMC and PBL teaching method can significantly improve the clinical comprehensive abilities and teaching evaluation of nursing interns, and it is helpful to guide the clinical improvement of teaching model.
RESUMO
Objective:To explore the application effect of problem-originated clinical medical curriculum (PCMC) combined with problem-based learning (PBL) teaching in clinical practice teaching of gynecological oncology.Methods:Fifty undergraduate medical students in the Department of Gynecology of Affiliated Tumor Hospital of Harbin Medical University were randomly divided into 2 groups (experimental group and control group), with 25 students in each group. The experimental group adopted PCMC combined with PBL teaching, and the control group adopted traditional teaching. Taking the students' scores of the subject examination, teaching satisfaction, and teaching effect scores as evaluation indicators. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical scores of the experimental group and the control group were (97.840±1.930) points and (93.920±2.798) points, respectively. The experimental group was higher than the control group, and the difference was statistically significant ( P<0.001). The practical operation scores of the out-department examination were (96.840±1.930) points and (91.920±2.798) points, and the experimental group was higher than the control group, with significant differences ( P<0.001). The teaching satisfaction of the experimental group and the control group were 100% (25/25) and 76% (19/25) respectively, with statistical significance ( P<0.05). The teaching effect score of the experimental group (in improving learning interest, clinical operation ability, theoretical knowledge mastery, theory and practice combination ability, etc.) was significantly higher than that of the control group ( P<0.05). Conclusion:In the clinical teaching of gynecological oncology, PCMC combined with PBL teaching has a significant effect, which can promote the all-around development of medical students.
RESUMO
Objective To investigate the teaching effect of the PCMC-type (problem-originated clinical medical curriculum) pathology experiment course and clinical pathological conference (CPC) by using microscope digital system.Methods 384 undergraduates of second grade in clinical medicine major and imaging diagnosis major were chosen for the teaching reform project,all of whom were divided into experimental group (192) and control group (192),randomly,and they were taught by PCMC pathological experiment teaching and the traditional pathological experiment teaching separately.After the curriculum,statistic analysis of test score was used to analyze the teaching effect.SPSS 13.0 software diagram method was used to perform Levene variance analysis and t test to the achievement of two groups of students and the students' ability of self evaluation was investigated through questionnaire.Results The average score of the students in the experimental group (86.16 ± 3.28) in the theory exam was significantly higher than that of control group (75.63 ± 2.24) (P=0.000).And the average score of the students in the experimental group in experiment (27.10 ± 0.61) was significantly higher than that in control group (19.87 ± 0.25) (P=0.000).The questionnaire showed that compared with control group,the comprehensive ability of the students in the experimental group was obviously enhanced.Conclusion The PCMC pathology teaching is beneficial to improving the students' ability of linking theory with practice and enhancing their ability to analyze and solve problems,and obviously stimulate their interest in learning.It is worth promoting.
