Background:The“flipped classroom”is a learner-centered approach that centers on delivering videos,podcasts or slide-based material to learners prior to a lecture or class session.The class session is then dedicated ...Background:The“flipped classroom”is a learner-centered approach that centers on delivering videos,podcasts or slide-based material to learners prior to a lecture or class session.The class session is then dedicated to discussion,analysis,and problem-solving activities.The aim of this study was to investigate whether the flipped classroom could be adapted to medical(ophthalmology)students learning about ocular trauma and to assess the impact of the flipped classroom on those students’performance and attitudes.Methods:Questionnaires(using a 4-point scale)were distributed to 93 fifth-year medical students at Sun Yat-sen University,and the data showed that the majority of students preferred the flipped classroom approach to the traditional lecture method.Results:The results of pre-and post-test scores were 14.35±3.404 and 20.37±4.356,which showed a significant improvement in students’performance after the flipped classroom was introduced(P<0.05).Conclusions:Student response to the flipped classroom strategy was largely positive,indicating that the strategy received a high level of approval in an ophthalmology clerkship course taken by medical students in China.展开更多
目的探讨SBAR(situation,background,assessment and recommendation)沟通联合案例情景模拟教学模式对妇产科见习的医学生的医际沟通和批判性思维的影响。方法2022年11月—2023年5月参加妇产科临床见习培训的临床医学本科生共156人,随...目的探讨SBAR(situation,background,assessment and recommendation)沟通联合案例情景模拟教学模式对妇产科见习的医学生的医际沟通和批判性思维的影响。方法2022年11月—2023年5月参加妇产科临床见习培训的临床医学本科生共156人,随机分成观察组和对照组。对照组应用传统的见习教学模式,针对医际沟通的教学以授课和床旁观察形式进行。观察组医学生入科时进行SBAR沟通模式联合案例情景模拟教学,其余教学同对照组。比较两组见习生出科考核成绩(理论知识成绩和临床技能成绩)、批判性思维能力和对临床见习教学的满意度。结果观察组病史采集和医际沟通成绩优于对照组,差异具有统计学意义(P<0.05),但两组理论知识成绩和临床技能操作成绩无统计学差异(P>0.05)。观察组的批判性思维总分显著高于对照组(P<0.05),其中分析能力、系统化能力、批判性思维自信心和认知成熟度四个维度的得分均高于对照组,差异具有统计学意义(P<0.05),但两组的寻找真相、开放思维和求知欲三个维度的得分差异无统计学意义(P>0.05)。观察组学生对教学满意度高于对照组,差异具有统计学意义(P<0.05)。结论在临床医学本科生妇产科见习阶段引入SBAR沟通模式联合案例情景模拟教学,有利于本科生提高学习兴趣,增强批判性思维能力,提升医际沟通能力,可在各类学科的见习教学中推广。展开更多
目的探讨以问题为基础的教学法(problem-based learning,PBL)对儿科临床见习生批判性思维能力的影响。方法2021年9—12月,选取徐州医科大学第一临床医学院2018级在徐州医科大学附属医院儿科见习的3个班级90名本科生为研究对象。按随机...目的探讨以问题为基础的教学法(problem-based learning,PBL)对儿科临床见习生批判性思维能力的影响。方法2021年9—12月,选取徐州医科大学第一临床医学院2018级在徐州医科大学附属医院儿科见习的3个班级90名本科生为研究对象。按随机数字表法分为对照组(45名)和试验组(45名),分别实施传统教学和PBL教学法。教学结束后应用问卷调查的方式对两组学生基础知识掌握情况和病例分析能力进行评价。并于教学前后应用批判性思维能力量表-中文版(Chinese version of critical thinking ability scale,CCTDI-CV),对学生的批判性思维能力进行评估。结果见习教学结束后试验组与对照组学生基础知识成绩相比,差异无统计学意义(P>0.05),而试验组病例分析成绩高于对照组,差异有统计学意义(P<0.05)。见习教学前,试验组和对照组的CCTDI-CV的各项评分(分析性、系统性、求知欲、自信性、寻找真理性、思想开放性和认知成熟度)的差异无统计学意义(P>0.05),见习教学后,在求知欲和寻找真理性方面,试验组的评分优于对照组,差异具有统计学意义(P<0.05),其他方面的评分差异无统计学意义(P>0.05)。结论将PBL教学法应用于儿科临床见习,有利于提高学生的批判性思维能力和病例分析能力。展开更多
Objective:To study how student self-assessment compared with the faculty’s assessment on our family medicine clerkship and to explore the effect of demographic factors on the rat-ings.Methods:Students and their facul...Objective:To study how student self-assessment compared with the faculty’s assessment on our family medicine clerkship and to explore the effect of demographic factors on the rat-ings.Methods:Students and their faculty preceptors assessed the students’achievement of clerk-ship objectives at mid clerkship.We performed Mann-Whitney U tests to compare student ratings and faculty ratings for each clerkship objective.We performed linear regression analyses to in-vestigate the effect of medical school year and student sex on student ratings and the effect of sex concordance or sex difference of the faculty-student pair on faculty ratings.Results:Two hundred one students completed the family medicine clerkship between July 2015 and June 2016.Faculty ratings were higher than student ratings for all 12 clerkship objec-tives(P<0.05 for all comparisons).Third-year students rated themselves higher than second-year students for nine of the clerkship objectives.There was no difference in student ratings between female students and male students and no difference in faculty ratings whether there was a sex-concordant or a sex-different preceptor-student pair.Discussion:Our findings add to the knowledge of the mid-clerkship feedback process offered by different clerkships.Further study is needed to investigate how students use this feedback to improve for the remainder of the clerkship.展开更多
Objective:There are few reports on how students self-assess their performance on a family medicine clerkship.We studied what students perceived as their strengths and areas of needed improvement at the mid-point in ou...Objective:There are few reports on how students self-assess their performance on a family medicine clerkship.We studied what students perceived as their strengths and areas of needed improvement at the mid-point in our family medicine clerkship.Methods:We introduced a form for family medicine clerkship students to self-assess their strengths and areas of needed improvements using the clerkship objectives as a standard.We cal-culated the frequency in which each clerkship objective was reported as a strength or an area of needed improvement.For students’open-ended comments,two reviewers independently organ-ized students’comments into themes,then negotiated any initial differences into a set of themes that incorporated both the reviewers’findings.We performed c2 tests to determine any significant differences in the frequency of responses between male and female students.Results:During the study period(July 2012 to June 2014),372 students submitted com-pleted self-assessment forms.The most frequently reported strengths were professional objectives(48.9%)and interpersonal communication objectives(43.0%)The most frequently reported areas of needed improvement were the ability to explain key characteristics of commonly used medica-tions(29.3%)and the ability to develop a management plan(28.5%).There were no significant differences in the frequency of responses between male and female students.Conclusion:We now have a better understanding of students’perceived strengths and areas of needed improvement in our family medicine clerkship.We have shared this information with our community faculty preceptors so that they will be better prepared to work with our students.Family medicine clerkship preceptors at other institutions may also find these results useful.展开更多
基金All the procedures in this study were approved by the Institutional Review Board of Zhongshan Ophthalmic Center of Sun Yat-sen University(Ethic ID:2016MEKY062).Informed consent was obtained from each student.
文摘Background:The“flipped classroom”is a learner-centered approach that centers on delivering videos,podcasts or slide-based material to learners prior to a lecture or class session.The class session is then dedicated to discussion,analysis,and problem-solving activities.The aim of this study was to investigate whether the flipped classroom could be adapted to medical(ophthalmology)students learning about ocular trauma and to assess the impact of the flipped classroom on those students’performance and attitudes.Methods:Questionnaires(using a 4-point scale)were distributed to 93 fifth-year medical students at Sun Yat-sen University,and the data showed that the majority of students preferred the flipped classroom approach to the traditional lecture method.Results:The results of pre-and post-test scores were 14.35±3.404 and 20.37±4.356,which showed a significant improvement in students’performance after the flipped classroom was introduced(P<0.05).Conclusions:Student response to the flipped classroom strategy was largely positive,indicating that the strategy received a high level of approval in an ophthalmology clerkship course taken by medical students in China.
文摘目的探讨SBAR(situation,background,assessment and recommendation)沟通联合案例情景模拟教学模式对妇产科见习的医学生的医际沟通和批判性思维的影响。方法2022年11月—2023年5月参加妇产科临床见习培训的临床医学本科生共156人,随机分成观察组和对照组。对照组应用传统的见习教学模式,针对医际沟通的教学以授课和床旁观察形式进行。观察组医学生入科时进行SBAR沟通模式联合案例情景模拟教学,其余教学同对照组。比较两组见习生出科考核成绩(理论知识成绩和临床技能成绩)、批判性思维能力和对临床见习教学的满意度。结果观察组病史采集和医际沟通成绩优于对照组,差异具有统计学意义(P<0.05),但两组理论知识成绩和临床技能操作成绩无统计学差异(P>0.05)。观察组的批判性思维总分显著高于对照组(P<0.05),其中分析能力、系统化能力、批判性思维自信心和认知成熟度四个维度的得分均高于对照组,差异具有统计学意义(P<0.05),但两组的寻找真相、开放思维和求知欲三个维度的得分差异无统计学意义(P>0.05)。观察组学生对教学满意度高于对照组,差异具有统计学意义(P<0.05)。结论在临床医学本科生妇产科见习阶段引入SBAR沟通模式联合案例情景模拟教学,有利于本科生提高学习兴趣,增强批判性思维能力,提升医际沟通能力,可在各类学科的见习教学中推广。
文摘目的探讨以问题为基础的教学法(problem-based learning,PBL)对儿科临床见习生批判性思维能力的影响。方法2021年9—12月,选取徐州医科大学第一临床医学院2018级在徐州医科大学附属医院儿科见习的3个班级90名本科生为研究对象。按随机数字表法分为对照组(45名)和试验组(45名),分别实施传统教学和PBL教学法。教学结束后应用问卷调查的方式对两组学生基础知识掌握情况和病例分析能力进行评价。并于教学前后应用批判性思维能力量表-中文版(Chinese version of critical thinking ability scale,CCTDI-CV),对学生的批判性思维能力进行评估。结果见习教学结束后试验组与对照组学生基础知识成绩相比,差异无统计学意义(P>0.05),而试验组病例分析成绩高于对照组,差异有统计学意义(P<0.05)。见习教学前,试验组和对照组的CCTDI-CV的各项评分(分析性、系统性、求知欲、自信性、寻找真理性、思想开放性和认知成熟度)的差异无统计学意义(P>0.05),见习教学后,在求知欲和寻找真理性方面,试验组的评分优于对照组,差异具有统计学意义(P<0.05),其他方面的评分差异无统计学意义(P>0.05)。结论将PBL教学法应用于儿科临床见习,有利于提高学生的批判性思维能力和病例分析能力。
文摘Objective:To study how student self-assessment compared with the faculty’s assessment on our family medicine clerkship and to explore the effect of demographic factors on the rat-ings.Methods:Students and their faculty preceptors assessed the students’achievement of clerk-ship objectives at mid clerkship.We performed Mann-Whitney U tests to compare student ratings and faculty ratings for each clerkship objective.We performed linear regression analyses to in-vestigate the effect of medical school year and student sex on student ratings and the effect of sex concordance or sex difference of the faculty-student pair on faculty ratings.Results:Two hundred one students completed the family medicine clerkship between July 2015 and June 2016.Faculty ratings were higher than student ratings for all 12 clerkship objec-tives(P<0.05 for all comparisons).Third-year students rated themselves higher than second-year students for nine of the clerkship objectives.There was no difference in student ratings between female students and male students and no difference in faculty ratings whether there was a sex-concordant or a sex-different preceptor-student pair.Discussion:Our findings add to the knowledge of the mid-clerkship feedback process offered by different clerkships.Further study is needed to investigate how students use this feedback to improve for the remainder of the clerkship.
文摘Objective:There are few reports on how students self-assess their performance on a family medicine clerkship.We studied what students perceived as their strengths and areas of needed improvement at the mid-point in our family medicine clerkship.Methods:We introduced a form for family medicine clerkship students to self-assess their strengths and areas of needed improvements using the clerkship objectives as a standard.We cal-culated the frequency in which each clerkship objective was reported as a strength or an area of needed improvement.For students’open-ended comments,two reviewers independently organ-ized students’comments into themes,then negotiated any initial differences into a set of themes that incorporated both the reviewers’findings.We performed c2 tests to determine any significant differences in the frequency of responses between male and female students.Results:During the study period(July 2012 to June 2014),372 students submitted com-pleted self-assessment forms.The most frequently reported strengths were professional objectives(48.9%)and interpersonal communication objectives(43.0%)The most frequently reported areas of needed improvement were the ability to explain key characteristics of commonly used medica-tions(29.3%)and the ability to develop a management plan(28.5%).There were no significant differences in the frequency of responses between male and female students.Conclusion:We now have a better understanding of students’perceived strengths and areas of needed improvement in our family medicine clerkship.We have shared this information with our community faculty preceptors so that they will be better prepared to work with our students.Family medicine clerkship preceptors at other institutions may also find these results useful.
基金Fundamental Research Funds of the State Key Laboratory of Ophthalmology(No.30306020240020219)Science and Technology Program of Guangzhou(No.202102020736)+1 种基金National Natural Science Foundation of China(No.82204532)Undergraduate Teaching Reform Research Project of Sun Yat-sen University in 2019(No.Jiaowu 2019285)。
文摘目的:基于医学生视角评估裂隙灯生物显微镜(以下简称“裂隙灯”)训练的必要性,对眼科见习期间的医学生裂隙灯训练达成共识。方法:在中山大学117名2017级临床医学专业学生中,开展见习前后对照研究。所有医学生在眼科见习期间均接受裂隙灯训练。使用自行设计的问卷调查,评估学生对裂隙灯教学的个人认知、个人需求与建议,并对眼科见习前后学生在这些方面的得分进行比较。此外,通过眼科见习后的学生主观评价来评估裂隙灯训练的效果。每个条目评分采用Likert 5级评分法。采用IBM SPSS软件(版本20.0;SPSS Inc.,Chicago,IL,USA)进行统计分析。结果:共有116名(99.1%)医学生完成了调查。见习前的平均得分为19.99±3.03分,显示学生对裂隙灯用途的认知水平高;见习后的得分显著增加至22.97±2.37分(P<0.001)。对于个人需求的平均得分,见习后高于见习前(24.62±3.15 vs 23.60±2.36,P=0.009)。此外,86.2%的学生见习后认为裂隙灯实操训练有助于显著改善见习质量。大于四分之三的被调查学生倾向于增加裂隙灯训练时间(见习前后分别为76.7%和77.6%)。结论:在眼科见习中,医学生更偏好于裂隙灯训练实操;鉴于对改善见习质量的潜在作用,应在眼科见习中推荐该训练。
