Effects of a teaching mode combining SimBaby with standardized patients on medical students' attitudes toward communication skills.

OBJECTIVE: To evaluate the effect of a teaching mode combining SimBaby with standardized patients (SP) on medical students' attitudes toward communication skills (CS). METHODS: Forty 8-year medical program students majoring in clinical medicine were randomly divided into the SimBaby group (n = 20) and the SP + SimBaby group (n = 20). The Communication Skills Attitude Scale (CSAS) was used to evaluate medical students' attitudes toward CS learning. RESULTS: In the SimBaby and SP + SimBaby groups, there were no statistically significant differences in the Positive Attitude Subscale (PAS) and Negative Attitude Subscale (NAS) scores between males and females (p > 0.05). Compared to the SimBaby group, the SP + SimBaby group showed statistically significant differences in PAS, NAS, and the two dimensions of importance in medical context and learning (p < 0.05). There were no statistically significant differences between groups in the dimensions of excusing and overconfidence (p > 0.05). CONCLUSION: Compared with SimBaby alone, the SP + SimBaby teaching mode can improve medical students' attitude toward CS learning, suggesting that the organic integration of multiple simulation-based medical teaching methods plays an important role in the acquisition of CS.

Application of micro-lecture combined with Simbaby teaching model in neonatal practical teaching / 中华医学教育探索杂志

Objective@#To investigate the effect of Micro-lecture combined with Simbaby teaching model in the practical teaching of neonatology for undergraduates.@*Methods@#A total of 160 five-year medical undergraduates from grade 2013 to grade 2015 were divided into group A (the control group) and group B (the experimental group), with 40 male students and 40 female students in each group. Students in group B received Micro-lecture combined with Simbaby teaching model, while students in group A received traditional teaching method. In group A, teachers adopted traditional teaching method with the use of common teaching models, then students practiced on these models following the demonstrations from teachers. In group B, students previewed the contents before class in micro-lecture, then teachers made Simbaby to be used as case models and explained to the students as how to use the model in actual class. Students made diagnosis and gave treatment to the Simbaby after physical examination. At last, teaching effects were evaluated by questionnaire survey and theoretical test. The SPSS 24.0 was used to conduct t-test and chi square test.@*Results@#The average scores of theoretical test (88.40±9.40) and skill test in group B (79.53±8.84) were significantly higher than those in group A (84.86±9.50) and (72.35±9.70), with statistically significant differences (P<0.05). The results of Questionnaires showed that learning enthusiasm and initiative, clinical operation skills and clinical thinking ability in group B were significantly better than in group A (P<0.05). However, improvement of the awareness for team cooperation in the two groups had no statistically significant difference (P>0.05).@*Conclusion@#Micro-lecture combined with Simbaby teaching model can help students comprehend the basic theories of neonatal disease and improve their clinical operation skills, self-learning ability and clinical thinking ability, which is worth to be promoted in neonatal clinical teaching.

Application of micro-lecture combined with Simbaby teaching model in neonatal practical teaching / 中华医学教育探索杂志

Objective To investigate the effect of Micro-lecture combined with Simbaby teaching model in the practical teaching of neonatology for undergraduates . Methods A total of 160 five-year medical undergraduates from grade 2013 to grade 2015 were divided into group A (the control group) and group B (the experimental group), with 40 male students and 40 female students in each group. Students in group B received Micro-lecture combined with Simbaby teaching model, while students in group A received traditional teaching method. In group A, teachers adopted traditional teaching method with the use of common teaching models, then students practiced on these models following the demonstrations from teachers. In group B, students previewed the contents before class in micro-lecture, then teachers made Simbaby to be used as case models and explained to the students as how to use the model in actual class. Students made diagnosis and gave treatment to the Simbaby after physical examination . At last , teaching effects were evaluated by questionnaire survey and theoretical test. The SPSS 24.0 was used to conduct t-test and chi square test. Results The average scores of theoretical test (88.40±9.40) and skill test in group B (79.53± 8.84) were significantly higher than those in group A (84.86 ±9.50) and (72.35 ±9.70), with statistically significant differences (P<0.05). The results of Questionnaires showed that learning enthusiasm and initiative, clinical operation skills and clinical thinking ability in group B were significantly better than in group A (P<0.05). However, improvement of the awareness for team cooperation in the two groups had no statistically significant difference (P>0.05). Conclusion Micro-lecture combined with Simbaby teaching model can help students comprehend the basic theories of neonatal disease and improve their clinical operation skills, self-learning ability and clinical thinking ability, which is worth to be promoted in neonatal clinical teaching.