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 M...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.展开更多
Background: The aim of this study is to gain a better understanding of the true importance of trust in clinical practice by looking at how it is formed, how it affects clinical practice, and how to improve it. Methods...Background: The aim of this study is to gain a better understanding of the true importance of trust in clinical practice by looking at how it is formed, how it affects clinical practice, and how to improve it. Methods: Using the PRISMA-ScR checklist, a review of the literature was performed to identify research evaluating the importance of trust in the doctor-patient relationship. After thorough screening and removal of duplicates, 21 articles were used in the literature review. Results: The classifying themes that emerged in the selected articles were What Makes Trust and Effects of Trust. The theme of What Makes Trust garnered two subthemes as well: Impact of Doctor-Patient Relationship on Trust and Impact of Shared Decision-Making on Trust. Further to that, the overarching themes found were slightly more specific. They were Traits of Trust, Mistrust and Barriers to Trust, Positive Effects of Trust and the Effects of a Lack of Trust. We found that the best way to improve trust was to improve communication between the patient and the doctor. Additionally, we found that the biggest barrier to a trusting doctor patient relationship was a stigmatised condition, followed by a perception of a financially-motivated doctor. Finally, we found that a lack of trust can prevent patients from seeking and receiving proper treatment. Conclusions: With a better understanding of how trust is built and the extent of the role it plays in clinical practice, we hope that this growing knowledge can improve the practice of many doctors in the future. It is certain that more research needs to be done in this area, especially focusing on vulnerable and stigmatised populations such as chronic pain patients.展开更多
The English level of the staff is generally intermediate since they have learned general English and medical English during their college and universities,the courses can be intensively taught in two months with three...The English level of the staff is generally intermediate since they have learned general English and medical English during their college and universities,the courses can be intensively taught in two months with three courses every week.The proficiency level of the exchanged clinical doctors,their linguistic needs as well as the communicative needs will be imaginatively illustrated according to the literatures which are about the medical staff's needs for English as a surviving tool of working in foreign hospitals.展开更多
目的探讨SEGUE[准备(set the stage,S),信息收集(elicitinformation,E),信息给予(giveinformation,G),理解患者(understandthepatient's/family’sperspective,U),结束问诊(end the encounter,E)]框架情景式案例分析教学法在精神科...目的探讨SEGUE[准备(set the stage,S),信息收集(elicitinformation,E),信息给予(giveinformation,G),理解患者(understandthepatient's/family’sperspective,U),结束问诊(end the encounter,E)]框架情景式案例分析教学法在精神科见习生中的应用效果。方法选取2019年9月—2020年12月在中山大学附属第三医院精神科见习的2016级和2017级5年制临床医学专业医学生为研究对象,共204名,将其随机分为试验组、对照组,各102名。试验组采取SEGUE框架下的情景式案例分析教学法,对照组采取传统的教学方法。2组在课程开始前和见习结束时均采用中文版医患沟通技能评价量表(SEGUE量表)对精神科见习生医患沟通能力进行评分。结果干预前,2组SEGUE量表各维度得分比较,差异无统计学意义(P>0.05)。干预后,2组准备、信息收集、信息给予、理解患者、总分以及人文关怀评分均高于干预前,试验组高于对照组,差异有统计学意义(P<0.001)。结论SEGUE框架下情景式案例分析教学法能很好地提高精神科见习生的医患沟通能力,尤其是共情能力和人文关怀能力,可以作为精神科见习医生的医患沟通教学方法的参考方案。展开更多
文摘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.
文摘Background: The aim of this study is to gain a better understanding of the true importance of trust in clinical practice by looking at how it is formed, how it affects clinical practice, and how to improve it. Methods: Using the PRISMA-ScR checklist, a review of the literature was performed to identify research evaluating the importance of trust in the doctor-patient relationship. After thorough screening and removal of duplicates, 21 articles were used in the literature review. Results: The classifying themes that emerged in the selected articles were What Makes Trust and Effects of Trust. The theme of What Makes Trust garnered two subthemes as well: Impact of Doctor-Patient Relationship on Trust and Impact of Shared Decision-Making on Trust. Further to that, the overarching themes found were slightly more specific. They were Traits of Trust, Mistrust and Barriers to Trust, Positive Effects of Trust and the Effects of a Lack of Trust. We found that the best way to improve trust was to improve communication between the patient and the doctor. Additionally, we found that the biggest barrier to a trusting doctor patient relationship was a stigmatised condition, followed by a perception of a financially-motivated doctor. Finally, we found that a lack of trust can prevent patients from seeking and receiving proper treatment. Conclusions: With a better understanding of how trust is built and the extent of the role it plays in clinical practice, we hope that this growing knowledge can improve the practice of many doctors in the future. It is certain that more research needs to be done in this area, especially focusing on vulnerable and stigmatised populations such as chronic pain patients.
文摘The English level of the staff is generally intermediate since they have learned general English and medical English during their college and universities,the courses can be intensively taught in two months with three courses every week.The proficiency level of the exchanged clinical doctors,their linguistic needs as well as the communicative needs will be imaginatively illustrated according to the literatures which are about the medical staff's needs for English as a surviving tool of working in foreign hospitals.
文摘目的探讨SEGUE[准备(set the stage,S),信息收集(elicitinformation,E),信息给予(giveinformation,G),理解患者(understandthepatient's/family’sperspective,U),结束问诊(end the encounter,E)]框架情景式案例分析教学法在精神科见习生中的应用效果。方法选取2019年9月—2020年12月在中山大学附属第三医院精神科见习的2016级和2017级5年制临床医学专业医学生为研究对象,共204名,将其随机分为试验组、对照组,各102名。试验组采取SEGUE框架下的情景式案例分析教学法,对照组采取传统的教学方法。2组在课程开始前和见习结束时均采用中文版医患沟通技能评价量表(SEGUE量表)对精神科见习生医患沟通能力进行评分。结果干预前,2组SEGUE量表各维度得分比较,差异无统计学意义(P>0.05)。干预后,2组准备、信息收集、信息给予、理解患者、总分以及人文关怀评分均高于干预前,试验组高于对照组,差异有统计学意义(P<0.001)。结论SEGUE框架下情景式案例分析教学法能很好地提高精神科见习生的医患沟通能力,尤其是共情能力和人文关怀能力,可以作为精神科见习医生的医患沟通教学方法的参考方案。
