Exploring the Application Effect of Flipped Classroom Combined with Problem-Based Learning Teaching Method in Clinical Skills Teaching of Standardized Training for Resident Doctors of Traditional Chinese Medicine

Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.

Application Effect of Informationized Teaching Method Based on Evidence-based Nursing in Surgical Nursing Teaching

Objective:The study was to analyze the application effect of informationized teaching method based on evidence-based nursing in surgical nursing teaching.Methods:From December 2019 to December 2020,60 students were selected as the research objects and randomly divided into two groups,each with 30 students in the teaching group.The observation group applied informationized teaching based on evidence-based nursing method,and the control group used the traditional teaching model.The teaching effect was evaluated.Results:The test scores of subjective theoretical knowledge and objective theoretical knowledge of the observation group were significantly higher than those of the control group,and the comprehensive ability evaluation of the observation group was also higher(P<0.05).The majority of students accepted the informationized teaching method based on evidence-based nursing,and a few held a neutral or disapproval attitude.Conclusion:Informationized teaching method based on evidencebased nursing can improve students'theoretical and practical levels in surgical nursing teaching,and most students also accept this teaching method,which has application value.

Effectiveness of Participatory Teaching Methods in the Standardized Training of Respiratory Medicine Residents

Objective:To explore and analyze the application effect of participatory teaching method in the standardized training of respiratory medicine residents.Methods:The study period was from May 2022 to May 2023.20 doctors in the standardized training of respiratory medicine residency in our hospital were taken as research subjects and grouped into the participatory group(n=10)and the routine group(n=10)by using the random number lottery method.The participatory group practised participatory teaching methods,and the routine group practised routine teaching methods.The results of discharge assessment,teaching evaluation,and mini-Clinical Evaluation Exercise(mini-CEX)assessment were compared between the groups.Results:The theoretical assessment,operational assessment,and total scores of the participatory group were significantly higher than those of the routine group,and the difference was statistically significant(P<0.05).The teaching evaluation of independent learning,theoretical mastery,teamwork,clinical thinking,communication,and learning interest of the participatory group was significantly higher than that of the routine group,and the difference was statistically significant(P<0.05).The mini-CEX assessments of history inquiry,organizational effectiveness,professionalism,physical examination,clinical diagnosis,communication skills,and overall clinical competence of the participatory group were significantly better than those of the routine group,and the difference was statistically significant(P<0.05).The teaching satisfaction of the participatory group was significantly higher than that of the routine group,the difference was statistically significant(P<0.05).Conclusion:Participatory teaching methods can improve the overall level of doctors in the respiratory medicine residency standardized training,and the teaching satisfaction is improved.

Application of Heuristic Method to the Clinical Teaching of Internal Medicine

There is an old saying,“Give a man a fish,and he will eat for a day.Teach a man to fish,and he will eat for the rest of his life.”In clinical teaching,students should not only be taught about diseases,but their intelligence should also be cultivated,along with their analytical,comprehension,and independent learning skills.The ability to solve problems enables students to think independently and acquire knowledge.This is known as the heuristic method of teaching.In this study,we mainly analyze the application value of the heuristic method in the clinical teaching of internal medicine.

Study on the Methodology of Developing Evidence-Based Clinical Practice Guidelines of Chinese Medicine

At present, evidence-based clinical practice guideline （EBCPG） is the main mode of developing clinical practice guidelines （CPGs） in the world, but in China, most of CPGs of Chinese medicine （CM） are still guidelines based on expert consensus. The objective of this study is to construct initially the methodology of developing EBCPGs of CM and to promote the development of standardization of CM. Based on the development of ＂Guideline for Diagnosis and Treatment of Common Pediatric Diseases in CM＂, the methodology of developing EBCPG of CM was explored by analyzing the pertinent literature and considering the characteristics of CM. In this study, the key problem was to put forward the suggestion and strategies. However, due to the methodology study of developing EBCPG of CM is still in the initial stage, there are still some problems which need further study.

Clinical efficacy observation of thalamic pain treated with acupuncture under the guidance of evidence-based medicine

Objective To study the feasibility of the crossover trial design and the minimal imbalance index random distribution method in the clinical small-sample-size randomized controlled trial（RCT） research of thalamic pain treated with acupuncture under the guidance of evidence-based medicine（EBM）.Methods The crossover trial design was adopted.Eleven cases with the definite diagnosis were randomized into a program-I group（6 cases,treated with acupuncture before western medicine） and a program-II group（5 cases,treated with western medicine before acupuncture） according to the minimal imbalance index method.In the statistical analysis,the groups were named as an acupuncture group and a western medicine group separately,11 cases in each one.Acupuncture was applied to Xìmén（郄门 PC 4）,Yīnxì（阴郄 HT 6）,Xuèhǎi（血海 SP 10）,etc.In the control treatment,Carbamazepine was prescribed for oral administration.Either the duration of treatment or the wash-out period was 10 days.The visual analogue scale（VAS） was adopted for the efficacy assessment.Results The total effective was 100.0%（11/11） after treatment in either group.The remarkably effective rates were 63.6%（7/11） and 36.4%（4/11） in the acupuncture group and the western medicine group separately,without statistically significant difference in comparison.Conclusion The crossover trial design and the minimal imbalance index distribution method can accomplish RCT of the clinical acupuncture and moxibustion research with the small sample size involved.They can provide the high-quality evidences for clinical acupuncture research.Acupuncture therapy can achieve the same therapeutic effect as Carbamazepine,the common western medicine,and the efficacy of it is potentially superior to that of western medicine.

雨课堂结合CBL教学模式在中医骨伤科的应用

目的探索中医骨科临床教学运用雨课堂结合基于案例的学习(CBL)教学模式的效果。方法选取广西中医药大学中医骨伤科2021级108名本科生,以随机编号的方式分为实验组和对照组,每组54人。实验组应用雨课堂结合CBL教学法,对照组应用传统教学模式,两组授课教师和教材均相同。教学结束后,比较两组考核成绩及教学满意度。结果实验组考核成绩及满意度调查评分均高于对照组,差异均有统计学意义(P<0.05)。结论雨课堂结合CBL教学模式是一种能够有效提高中医骨伤科课堂参与度,激发学生学习兴趣,提升学生综合能力的方法。

新医科建设背景下“神经病学”见习课教学现状及策略浅探

目的:新医科背景下,进一步强调了临床实践工作能力的重要性,本研究通过调查、分析广西医科大学五年制临床医学专业学生“神经病学”见习课学习现状,以提高该课程的教学质量;方法:本研究对广西医科大学五年制临床医学专业进行自编问卷调查,并对相关资料进行分析;结果:参与调查的所有学生均认为“神经病学”见习课学习过程中存在困难;结论:五年制临床医学专业学生在“神经病学”临床见习的学习中存在困难,多种针对性改进措施可以帮助提高“神经病学”见习课的教学质量。

中医筋伤学微课结合Teach-Back教学法在技能操作带教中的应用

目的 探讨中医筋伤学微课结合Teach-Back教学法在技能操作带教中的应用效果。方法 将2019年3月—2020年5月在广西中医药大学骨伤学院在读的大三中医骨伤专业学生160名,经过相同中医筋伤理论课程学习后,随机分为实验组和对照组各80名。实验组采用微课结合Teach-Back教学法,对照组则采用常规技能操作带教法。带教结束后2组学生进行统一考核和相关问卷调查,记录结果并采用SPSS 22.0统计软件分析。结果 实验组学生在技能操作知识点考核和技能实际操作2项平均分均高于对照组,差异具有统计学意义(P<0.01)。在对学生学习兴趣激发度、技能操作掌握度、教师带教满意度以及日后是否继续接受此种带教法接受度的比较中,实验组均高于对照组,差异具有统计学意义(P<0.01)。结论 微课配合Teach-Back教学法较传统带教法能有效解决中医骨伤技能带教中抽象问题,易于激发学生学习兴趣,提高学习成绩,更快、更好、更持久地掌握中医骨伤技能操作,值得今后推广至其他教学法中。

基于TSP的情景模拟教学法在急诊住院医师规范化培训中的应用

目的探讨基于教师标准化病人(teachers standardized patient,TSP)的情景模拟教学法在急诊住院医师规范化培训中的应用。方法选取在滨州医学院附属医院急诊基地进行规范化培训的住院医师60名,随机分为对照组(n=30)和试验组(n=30)。试验组采用TSP联合情景模拟教学法,对照组采用传统教学方法。培训结束后,采用客观结构化临床考试(OSCE)、Mini-CEX量表和教学满意度评价比较两组教学效果差异。结果试验组的OSCE成绩总分高于对照组的总分(81.2±6.23 vs.72.8±5.59,P<0.001);试验组的Mini-CEX整体表现评分高于对照组的评分(7.67±0.88 vs.5.53±0.73,P<0.001)。教学满意度评价,对照组不满意、一般、满意和非常满意的比例分别为0.0%、26.7%、56.7%、16.7%,试验组的比例分别为0.0%、6.7%、53.3%、40.0%,差异有统计学意义(P=0.012)。结论基于TSP的情景模拟教学法在急诊科住院医师规范化培训中取得了较好的效果,值得进一步推广。

CBL结合OSCE教学法在中医心血管内科临床教学的应用

目的评价案例式教学法(CBL)结合客观结构化临床考试(OSCE)教学法应用于中医心血管内科临床教学的价值。方法选取2022年3月—2023年1月于中医心血管内科实习的中医学专业实习生76名,以抽签法分为参照组、试验组,各38名。参照组应用常规带教模式,试验组应用CBL结合OSCE教学法,评析两组考核成绩及教学满意度。结果考核成绩比较,试验组采集病史、体格检查、资料判读、病历书写及临床技能得分均高于参照组,差异均有统计学意义(P<0.05)。试验组教学总满意率为94.74%(36/38),高于参照组的76.32%(29/38),差异有统计学意义(P<0.05)。结论CBL结合OSCE教学法的应用,有助于提升中医心血管内科的临床教学质量,并且能够提高学生的学习成绩、综合能力。

中药炮制学专论PBL教学案例库的建设——以党参的炮制为例

为满足中医药人才培养需要,有效提高中药炮制教学质量,山西中医药大学尝试构建适合研究生教育的中药炮制学以问题为基础的学习(PBL)教学案例合集库。PBL教学法是以问题为导向,以学生为主体,以小组讨论为形式,以教师为辅助答疑的学习模式。案例是PBL教学的关键。文章以山西道地药材党参的炮制为例,通过案例设计引进PBL教学模式,在完成传统教学任务的基础上激发学生学习动力,培养学生的批判性思维和创造力。

基于OBE理念的急诊医学案例沉浸式教学对临床专业学生临床应变能力的提高效果

目的探究基于OBE理念的急诊医学案例沉浸式教学对临床专业学生临床应变能力的提高效果。方法本研究为回顾性队列研究,分析2021-2023年下半年在广东医科大学进行急诊医学课程的大学本科三年级临床医学、麻醉学和影像学专业的学生,其中2021下半年的学生应用五步混合教学法,2022和2023下半年的两期学生应用的是基于OBE理念的案例沉浸式教学法。根据教学方式将学生分为五步混合教学法组(n=942)和基于OBE理念的案例沉浸式教学组(n=1783)。通过比较两组学生的临床实践能力评分、理论成绩以及操作成绩来评估不同教学方法的效果。结果在临床实践能力评分方面,应用案例沉浸式教学法的学生在问诊能力(P=0.007)、专业态度(P=0.003)、沟通技巧(P=0.002)、临床判断(P=0.009)、操作技术(P=0.008)、无菌技术(P=0.007)、整体连贯(P=0.025)、整体协调(P=0.025)和人道主义(P=0.023)方面表现均优于五步混合教学法组;在理论成绩方面,案例沉浸式教学法组的基本知识平均得分显著高于五步混合教学法组(P=0.045);在操作成绩方面,应用案例沉浸式教学法的学生在现场急救、创伤急救、疾病救治、心肺复苏及急性中毒处理方面的得分也显著较高(P<0.05)。结论基于OBE理念的案例沉浸式教学法在提升医学生临床应变能力和相关技能方面显示出显著效果,不仅提高了学生的临床实践能力、理论成绩和操作成绩,还增强了满意度。

Gibbs反思循环联合抛锚实例式教学法在呼吸与危重症医学科护士规范化培训中的应用研究

目的探讨基于Gibbs反思循环联合抛锚实例式教学法在呼吸与危重症医学科护士规范化培训中的应用效果。方法采取整群抽样法,将2020年1月—2023年12月在某医院呼吸与危重症医学科进行规范化培训的36名护士作为本次的研究对象,并将其分为对照组与干预组,分别比较两组规培护士的理论知识和实践操作考核成绩、出科汇报考核成绩及批判性思维得分情况。结果教学实施后,干预组规培护士的理论知识和实践操作考核成绩、出科汇报考核成绩及批判性思维得分均显著高于对照组(P<0.05)。结论Gibbs反思循环联合抛锚实例式教学法能够提高呼吸与危重症医学科规培护士的理论知识和实践操作考核成绩、出科汇报考核成绩,并能够增强规培护士的批判性思维能力,值得进一步推广应用。

案例为基础教学法在生殖医学中心临床医学专业实习医生教学中的应用

目的:探讨案例为基础教学法(CBL)在生殖医学中心临床医学专业实习医生教学中的应用效果。方法:选取2019年2月—2021年6月在郑州大学第二附属医院生殖医学中心实习的65名临床医学专业实习医生为研究对象,按照随机数表法分为对照组32名和研究组33名。对照组采用传统教学法,研究组采用CBL,比较两组实习生理论考核成绩、技能考核成绩、自评结果(思维能力、自学能力、沟通能力、学习兴趣、团队协作能力)和教学满意度。结果:研究组实习医生的理论考核成绩高于对照组,差异有统计学意义(t=3.529,P<0.05);研究组实习医生的技能考核成绩高于对照组,差异有统计学意义(t=5.353,P<0.05);研究组实习医生的思维能力、自学能力、沟通能力、学习兴趣、团队协作能力得分均高于对照组,差异有统计学意义(t=6.126、4.612、8.495、7.344、11.813,P<0.05);研究组实习医生的教学满意度为93.94%,高于对照组的71.88%(χ^(2)=5.626,P<0.05)。结论:CBL教学法在生殖医学中心临床医学专业实习医生教学中的应用效果显著,不仅提升了医生的理论和技能考核成绩,还提高了实习医生的思维能力、自学能力、沟通能力、学习兴趣以及团队协作能力,而且大多数实习医生对该方法也表示满意。

基于STEAM理念联合PBL教学法在急诊医学教学中的应用研究

目的分析基于STEAM[S(science),T(technology),E(engineering),A(art),M(mathematics)]理念联合以问题为基础的教学法(problem base learning,PBL)在急诊医学教学中应用效果。方法选择2021年6月—2022年6月滨州医学院急诊科80名本临床医学专业实习生为研究对象,将其随机分为对照组、试验组,各40名。对照组接受传统教学,试验组接受基于STEAM理念联合PBL教学法。对比2组教学前后理论知识及实践操作考试成绩、实习生对教学的满意度、学习依从度及教学前后实习生职业特质评分。结果教学前,2组考核成绩对比,差异无统计学意义(P>0.05);教学3个月后,2组基础理论、实践操作考核成绩均明显提升,但试验组提升幅度更大,差异有统计学意义(P<0.001)。试验组实习生学习依从性(97.50%)高于对照组(85.00%),差异有统计学意义(P<0.001)。试验组教学方法、学术能力、带教态度管理质量评分高于对照组,差异有统计学意义(P<0.001)。教学前,2组实习生职业特质评分对比,差异无统计学意义(P>0.05);教学3个月后,试验组评分高于对照组,差异有统计学意义(P<0.001)。结论在急诊医学教学中,基于STEAM理念联合PBL教学法有利于提升实习生的综合能力,提高理论实践成绩和学习依从性。

基于岗位胜任力的CBL教学法在内科教学实践中的应用研究

以案例为基础的教学法(Case-Based Learning,CBL)作为一种以案例为基础的教学法,相较于传统的内科教学法具有显著优势,在医学生岗位胜任力要求不断提升的形势下,引导学生通过具体案例进行深入分析,强化知识点的学习,积累经验,能有效培养医学生走向医学岗位所需的基本素质,完善医学生的医学知识体系。本文以岗位胜任力和CBL教学法概述为切入点,深入分析基于岗位胜任力的CBL教学法在内科教学实践中的现有问题,并提出基于岗位胜任力的CBL教学法在内科教学实践中的应用策略,以期为相关人员提供参考。

混合式教学法在中医儿科学的运用

新型冠状病毒肺炎疫情的发生,促使医学院校将课程建设重心放在教学方法的改革当中。长久以来,各大高校对混合式教学法的探索不断进步、不断发展,这是对教育教学改革的促进,也是中国现代教育发展的必然。混合式教学法将传统填鸭式教学方式转变为“以学生自主学习为主”的信息化教学新模式。此研究从课程特点、线上微课设计、线上课程模式、线下翻转课堂等方面开展,得出混合式教学法在中医儿科学课程教学中发挥着积极有效的优势作用,对临床专业课课程建设的发展起到深远影响。

Seminar教学法在《全科医学概论》课程中的应用研究

目的:在《全科医学概论》的教学中应用Seminar教学法,探讨该教学法的应用效果。方法:从开设《全科医学概论》的佳木斯大学临床医学专业四年级本科生中选取160人作为研究对象,将学生随机分为对照组、实验组各80人。其中,对照组根据教学大纲的要求实施传统教学法,实验组应用Seminar教学法进行教学。比较分析两组学生学习效果及对教学的满意度。结果:与对照组相比,实验组学生、学习效果(课堂氛围、文献检索能力、思维拓展能力、知识的接受程度、自主学习能力、对未来从事全科医疗充满兴趣)以及学生对教学满意度均高于对照组(P<0.05)。结论:在《全科医学概论》课程教学中,应用Seminar教学法进行教学,可以激发医学生自主学习、研讨的主观能动性,有效提高学习效果并增加教学满意度。

慕课联合翻转课堂在呼吸与危重症医学科规范化培训中的应用

目的:探讨慕课结合翻转课堂在呼吸与危重症医学科住院医师规范化培训中的应用价值。方法:选取在安徽医科大学第二附属医院呼吸与危重症医学科参加住院医师规范化培训的84名内科学员,随机分为观察组和对照组。对照组给予常规教学方式,观察组在常规教学方式的基础上,录制慕课教学视频交住培学员自主学习,让住培学员利用自由时间学习慕课资源,随后通过翻转课堂进行实践、交流互动。比较两组出科理论考试成绩、临床技能成绩及住培学员对于教学的满意度。结果:观察组住培学员理论考试和临床技能成绩均优于对照组,且观察组学员对教学的满意度高于对照组(P<0.05)。结论:慕课联合翻转课堂在呼吸与危重症医学科住院医师规范化培训中有着积极意义。