Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching

Purpose:To analyze the role of the seminar teaching method+case-based learning(CBL)teaching method+problem-based learning(PBL)teaching method in oral clinical nursing teaching.Methods:13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group,adopting conventional nursing teaching methods;13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group,adopting the seminar+CBL+PBL teaching method.The teaching effects were compared between the two groups.Results:All assessment scores of the observation group were higher than those of the control group;all teaching satisfaction levels were higher than those of the control group(P<0.05).Conclusion:Adopting the seminar+CBL+PBL teaching method during oral clinical nursing teaching can improve nursing students’assessment scores,strengthen their core competencies,and enhance teaching satisfaction.

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.

Research on the Application of Problem-Based Learning(PBL)Teaching Method in Clinical Emergency Teaching

Objective:To explore the application advantages of problem-based learning(PBL)teaching method in clinical emergency teaching.Methods:Two classes of students in the five-year clinical medicine major of our university were selected as the research subjects and divided into two groups according to different teaching methods.Among them,50 students who received the traditional teaching method constituted the control group,while 52 students who received the PBL teaching method constituted the observation group.After one semester,an exam was conducted to assess their theoretical knowledge and first-aid practical skills,and evaluate their clinical thinking skills.At the same time,a teaching satisfaction questionnaire was distributed to evaluate the teaching satisfaction.Results:The results of the t-test showed that the observation group was significantly higher than the control group in terms of theoretical assessment,first aid practical assessment,and clinical thinking skills,and the differences were statistically significant(P<0.05).The results of theχ2 test showed that the difference in teaching satisfaction between the observation group and the control group was statistically significant(P<0.05),and the teaching satisfaction in the observation group was significantly higher than the control group.Conclusion:Compared with traditional teaching methods,applying PBL teaching method in clinical emergency teaching can achieve more significant teaching effects.Students’mastery of theoretical knowledge,first aid practical skills,and clinical thinking skills can be effectively strengthened,and it is conducive to improving teaching satisfaction.

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.

A review of clinical reasoning in nursing education:based on high-fidelity simulation teaching method

Objective： Clinical reasoning is an essential feature of health care practice; it is also a crucial ability for providing patient care of high quality. It has been identified that graduate nurses may lack the clinical reasoning skills to deliver safe and effective patient cam. It is therefore of paramount importance to enhance nursing students＇ clinical reasoning ability. High-fidelity simulation （HFS） is proved to be an effective teaching and learning method, which may also have some advantages over other teaching methods. Methods： The authors retrospectively reviewed the related literature, illustrated the application of high-fidelity simulation teaching method in nursing education, putting the focus on the use of it in teaching with clinical reasoning. Results： The application of high-fidelity simulation to nursing education can simulate the clinical situation, thus to create a safe, continuous and efficient learning environment for students, and it can effectively improve students＇ clinical reasoning ability. Conclusions： high-fidelity simulation is effective for clinical reasoning teaching in nursing education. The extension of its application in China should be of great value. The relevant further study is suggested focusing on how to overcome its own limitations and have it better applied in nursing education in China.

Application Effect of Clinical Pathway Teaching Method in Clinical Teaching of Cardiology

Objective:To study the clinical effect of applying clinical pathway teaching method in clinica1 teaching of cardiology.Methods:This paper verifies and calculates that 50 interns working in cardiology department in our hospita1 from October 2016 to October 2019 are divided into groups and comparea in the form of double-blind method.1he rererence group(n=25)uses traditional teachingmethods,and the experimental group(n=25)uses clinical pathway teaching method.The satisfaction degree,teaching quality,theoretical assessment results,operation assessment and comprehensive assessment results of interns in the experimental group and the reference group are compared.Results:The satisfaction degree,theoretical examination result,operation examinationt comprehensive examination result,improvement of team spirit,professiona1 quality,improvemen of professional ethics,standardized diagnosis and treatment,improvement of clinical problem handling ability,stimulation of learning interest and cultivation of clinical thinking of the interns in the experimental group were compared with those of the reference group(P<0.05),showing the value of statistica1 comparison and demonstration between data indexes.Conclusion:The application of clinical path-teaching method in clinical teaching of cardiology can improve the clinical teaching effect and teaching quality.

Analysis of Common Clinical Practice Teaching Methods in Medical Colleges and Universities

Clinical practice teaching is an important part of medical education.For medical students in colleges and universities,the teaching method is mostly single before the teaching reform.Innovative clinical practice teaching methods have been implemented in colleges and universities with the deepening of the teaching reform in recent years.

Application of Scenario Simulation Method in Pediatric Clinical Nursing Teaching

Purpose Analysis of Situational Teaching Method Applied in Pediatric Clinical Nursing Teaching.Method The 120 nursing students who studied in our University from 2015 to 2017 were selected as the study subjects and divided into routine group and experimental group.General teaching methods were adopted for the routine group,and the experimental group took a scenario simulation teaching method on this basis.Results The satisfaction of the teaching methods between the experimental group and the routine group were 93.33% and 81.67% respectively,P<0.05;The theoretical and practical results of the experimental group were better than the routine group,P<0.05.Conclusion The application of the situational teaching method in pediatric clinical nursing teaching has a significant effect and can effectively arouse students’interest in learning.

5A教学模式在普通外科住院医师规范化培训中的应用

目的探讨5A教学模式在普通外科住院医师规范化培训中的应用效果。方法采用随机对照研究方法,以2020年1月至2022年12月在解放军总医院第一医学中心普通外科医学部接受住院医师规范化培训并进入本研究团队主诊组轮转学习的学员为研究对象,随机分为试验组和对照组。试验组20名,采用5A教学模式;对照组20名,采用传统教学模式。对2组学员进行理论考核、临床技能考核和综合能力考核,记录考核成绩,并比较2组的教学效果。结果相对于对照组,试验组学员在消毒铺巾、切开缝合和腔镜技能考核3个方面的成绩得到提高,差异有统计学意义(P<0.05);试验组学员在团队协作和科学研究2个方面的成绩高于对照组,差异有统计学意义(P<0.05);试验组学员带教满意度高于对照组,差异有统计学意义(P<0.05)。结论5A教学模式可以显著提高学员的临床实践操作、团队协作和科学研究能力,可作为普通外科住院医师规范化培训的有效教学方法。

情景模拟教学法在临床基本技能培训中的应用研究

目的基于PDCA循环理论探索情景模拟教学法在临床基本技能培训中的应用模式。方法选取哈尔滨医科大学附属第一医院2019级临床医学专业96名学生作为研究对象,分别设置实验组和对照组,每组48名学生,于2022年3—12月开展技能培训。对照组采用传统方式培训,实验组采用基于PDCA循环的情景模拟教学法培训。比较分析对照组和实验组的培训效果及培训满意度。结果在实验组学生的培训效果调查中,临床基本技能操作中多方面评价结果均高于对照组,差异均有统计学意义(P<0.01)。在适当且安全的操作方式方面,两组比较差异无统计学意义(P>0.05)。在培训满意度调查中,实验组学生对培训满意度明显高于对照组,差异有统计学意义(P<0.01)。结论在临床基本技能培训中应用基于PDCA循环的情景模拟教学法,有助于提升临床基本技能培训质量和学生满意度。

基于访谈法探索科室教学绩效的建立及对临床教学的影响

目的探索科室教学绩效的建立及其对临床教学的影响。方法运用半结构访谈法,构建科室教学绩效考核体系。通过Likert调查问卷,半结构访谈法及检索教学智慧平台数据等方式,分析教学绩效体系对临床教学的影响。结果临床教师对科室教学绩效体系满意度良好,认为可提高自身薪酬、改善教学即时反馈及教学积极性,其中,医疗小组组员评价更高。教学区长认为教学绩效对科室教学管理具有重要的促进作用。在教学绩效改革后,住院医师规培化培训年度考核理论成绩较前有明显的上升。结论科室教学绩效体系合理稳定,可提高临床教师的教学积极性,优化科室的教学工作,并提高教学质量。

神经外科临床带教中采取案例及任务驱动教学法的效果

目的探讨在神经外科临床带教中运用案例及任务驱动教学法进行带教的实施效果。方法选取2021年9月—2022年7月神经外科临床实习的80名学生为研究对象,将2021学年度采取传统教学法的40名学生纳入对照组,将2022学年度采取案例及任务驱动教学法的40名学生纳入研究组,对比教学效果调查结果、考核成绩、教学满意度评价以及评判性思维能力评分。结果教学前,2组教学效果比较,差异无统计学意义(P>0.05)。教学后,研究组解剖学知识的理解力、临床思维能力、主动学习积极性、解决临床问题能力、口头表达能力及期待临床实习评分均高于对照组,差异有统计学意义(P<0.001)。研究组理论考核、临床知识、病例分析评分均高于对照组,差异有统计学意义(P<0.001)。研究组基础知识理解、重点内容掌握、教学模式可行、学习兴趣、课堂气氛、教师教学热情以及师生互动评分均高于对照组,差异有统计学意义(P<0.001)。研究组评判性思维能力评分均高于对照组,差异有统计学意义(P<0.001)。结论神经外科临床带教采取案例及任务驱动教学法可激发学生学习兴趣,增加师生互动,可提高学生理论知识与操作技能,教学评价效果较好。

SEGUE框架情景式案例教学法在医学生医患沟通能力培养中的应用

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。

案例教学法在神经外科临床实践技能教学中的应用

目的探讨在神经外科临床实践技能教学中采取案例教学法进行教学的效果。方法选取2021年1月至2022年12月苏州大学附属第一医院神经外科临床实习的80名学生为研究对象,将2021学年度采取传统教学法的40名学生纳入对照组,将2022学年度采取案例教学法的40名学生纳入研究组,对比考核成绩、教学满意度评价。结果研究组理论考核、临床知识、病例分析评分较对照组高,差异有统计学意义(P<0.001);研究组基础知识理解、重点内容掌握、教学模式可行、学习兴趣、课堂气氛、教师教学热情以及师生互动评分均较对照组高,差异有统计学意义(P<0.001)。结论在神经外科临床实践技能教学中采取案例教学法可提高教学效果,提升学生的理论知识与操作技能,学生对教学满意度评价较高。

急救模拟演练结合典型病例在产科临床教学中的应用

目的本研究旨在探讨急救模拟演练与典型病例教学法结合应用于产科临床教学中的价值。方法选取南华大学附属第一医院2022年5月至2023年2月在产科实习的医学生80名,随机分为研究组(n=40)和对照组(n=40);研究组采用急救模拟演练与典型病例教学相结合的方法,而对照组则接受常规临床教学。通过对比2组学生的专业理论知识与临床实践能力考试成绩,评估教学方法的效果。教学活动结束后,通过教学满意度调查表收集并分析2组学生对教学方法的满意度。结果研究组学生的总分为(88.62±1.69)分,高于对照组的(81.24±2.17)分,差异有统计学意义(P<0.05)。研究组学生的专业理论知识和临床实践能力考试成绩均高于对照组,差异有统计学意义(P<0.05)。研究组学生对教学的满意度较高,其对教学的学习兴趣、学习效果、自主学习能力、快速反应能力、病例分析能力、实践操作能力、沟通能力、团队协作能力评分高于对照组,差异有统计学意义(P<0.05)。结论在产科临床教学中,采用急救模拟演练与典型病例教学法的结合,能够有效提高学生的专业理论知识和临床实践能力,增强学生的教学满意度,证明了其作为产科临床教学方法的可行性。

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。

双向临床思维教学法的应用

目的观察双向临床思维教学法的应用效果。方法以中医专业的大五毕业实习医学生作为研究对象,抽取糖尿病肾病合并糖尿病足、糖尿病合并肛周脓肿、混合痔合并心功能不全、混合痔合并贫血、肠梗阻伴有冠状动脉粥样硬化性心脏病等内外科疾病混合的病例作为教学课程。让学生接触真实病例,以医疗小组的模式,通过查阅相关医学书籍、查阅文献、互相讨论等方法,对患者进行诊断及治疗。抽取单纯涉及外科或内科的病例作为传统实践教学课程进行对照。结果与传统实践教学相比,应用双向临床思维教学法,学生的出勤率、学生理论考试成绩、教师对学生实践能力的评价明显提升,差异有统计学意义(P<0.01)。问卷调查表明,双向临床思维教学法反馈优于传统实践教学法。结论应用双向临床思维教学法后,提高了学生的兴趣,提升了学生的成绩及临床实践能力、团队协作能力。

启发式临床医学与案例教学法在内分泌科临床教学中的应用

目的 探究启发式临床医学教学法与案例教学法应用至内分泌科临床教学当中对教学效果及质量的影响。方法 选取2021年2月—2023年1月在湖北医药学院附属国药东风总医院内分泌科实习的54名实习生为研究对象,将2021年2月—2022年1月参与实习的27名实习生纳入对照组,将2022年2月—2023年1月参与实习的27名实习生纳入观察组。对照组实习期间开展传统教学,观察组在实习教学期间应用启发式临床医学教学法结合案例教学法。比较2组出科考核(理论知识、实践技能、病例分析)分数,比较其入科及出科批判性思维能力测试量表(critical thinking disposition inventory-Chinese version,CTDI-CV)评分、医患沟通技能评价量表(set the stage, elicit information,give information,understand the patient’s perspective,end the encounter,SEGUE)评分,调查2组对教学方法有效性的看法。结果 观察组理论知识、实践技能、病例分析出科考核分数[(84.96±6.96)分、(81.48±6.82)分、(83.79±7.15)分]均高于对照组[(79.85±5.73)分、(74.26±6.13)分、(77.95±7.64)分],差异有统计学意义(P <0.05)。出科时,2组CTDI-CV总分高于入科时,观察组CTDI-CV总分高于对照组,差异有统计学意义(P <0.05);2组SEGUE总分高于入科时,观察组SEGUE总分高于对照组,差异有统计学意义(P<0.05)。观察组增强临床思维评价、提高自主学习积极性评价、促进团结协作评价、提高应变能力评价认可人数多于对照组,差异有统计学意义(P <0.05)。结论在内分泌科临床教学中应用启发式临床医学教学法及案例教学法,可提高实习生临床综合能力水平,增强其批判性思维,使其与患者开展高效沟通,对科室临床教学质量的提升具有促进作用。

目标教学法结合PDCA循环在呼吸科规培护士临床教学中的应用

目的探讨目标教学法结合计划(plan)、执行(do)、检查(check)和处理(act)(PDCA)管理模式在呼吸内科规培护士临床教学中的应用价值。方法选取2021年1月—2022年12月进入呼吸内科轮转的64名规培护士作为研究对象,根据入科时间分为对照组和试验组,各32名。对照组采用传统临床教学模式,试验组采用目标教学法结合PDCA管理临床教学模式。对比2组规培护士的考核评分、出科综合素质评分及满意度评分。结果试验组的操作成绩[(96.05±1.57)分],高于对照组[(94.91±1.51)分],差异有统计学意义(P<0.05)。试验组规培护士的沟通协调、专业知识、专业技能、安全意识、解决问题应急能力评分高于对照组,差异均有统计学意义(P<0.05)。试验组满意度平均分为(92.31±1.31)分,高于对照组的(91.07±0.59)分,差异有统计学意义(P<0.05)。结论目标教学法结合PDCA管理临床教学模式有助于提高呼吸内科规培护士的临床操作水平,利于高素质护理人才的培养,同时提升了规培护士的满意度。

微视频反例教学法结合微格教学法对实习护士临床思维及核心能力的影响

目的探讨微视频反例教学法结合微格教学法对实习护士临床思维及核心能力的影响。方法选择2021年1月至12月的20名科室实习护士为对照组(常规护理带教模式),另选取2022年1月至12月的20名科室实习护士为观察组(微视频反例教学法结合微格教学法)。比较两组的出科成绩、临床思维能力、核心能力及教学满意度。结果观察组的理论成绩、技能操作成绩、案例分析成绩高于对照组,差异具有统计学意义(P<0.05)。观察组的中文版批判性思维能力测量表(CTDI-CV)各维度评分明显高于对照组,差异具有统计学意义(P<0.05)。观察组的职业态度、治疗沟通和关系、一般表现、具体的临床表现评分明显高于对照组,差异具有统计学意义(P<0.05)。观察组的教学满意度明显高于对照组,差异具有统计学意义(P<0.05)。结论微视频反例教学法结合微格教学法可提升实习护士的综合素质与临床思维,也能提高核心能力与教学满意度,值得推广应用。