A Study on the Impact of Psychological Counseling for Minor Medical Students in Clinical Teaching and Learning

Objective:To explore the impact of psychological counseling for underage medical students in clinical teaching.Methods:24 of the 48 underage medical students who were interned in our hospital from March 2023 to February 2024 were randomly selected to adopt the teaching management method of one-on-one psychological guidance as the observation group;the remaining 24 adopted the traditional teaching management method as the control group.The observation of the effects of psychological detachment on various aspects of underage medical students allows the determination of whether psychological detachment impacts clinical teaching.Results:The observation group’s theoretical examination scores,skill assessment scores,and departmental performance evaluation scale score excellence rate were higher than the control group’s,with P<0.05 being statistically significant.At the same time,the clinical teaching and teaching management ability of the hospital was also improved.Conclusion:Psychological guidance for underage medical students can not only improve the comprehensive quality of medical students but also improve the teaching level,which is conducive to improving the teaching effect,and it is a clinical teaching mode worth promoting.

Practical Progress of SBAR Communication Model-Related Teaching in Clinical Teaching

This paper elaborates the core and essence of situation,background,assessment,recommendation(SBAR)communication model,clarify the application status of SBAR communication model in the clinical teaching of nursing students,and describe its effectiveness and limitations,so as to provide reference for improving clinical nursing teaching ability.

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 proposed model for best practice in nursing clinical teaching in China

Objective To explore a corresponding model that would bridge the gap between the practice of clinical teaching of nursing students in clinical settings in China and the clinical instructors' standard teaching of nursing students in clinical settings in the Philippines. Methods A phenomenological-qualitative,non-experimental type of research was utilized to recruit 27 staff nurses/clinical teachers in China. Data was collected by using audio-tapes and taking notes in the interviews. Results A content analysis was conducted and the sorted into four themes:(1) The things that they were able to teach their students;(2) The things that they were not able to teach their students;(3) The difficulties encountered in doing Clinical Teaching for their students;(4) Suggestions to improve Clinical Teaching. Conclusion According to the findings,the "CP's Proposed Nursing Clinical Teaching Model"should be introduced into the clinical set-up for staff nurses/clinical teachers handling nursing students 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.

Graduate students as preceptors: Effects on clinical teaching outcomes of medical nursing

Purpose:To explore the feasibility of using graduate students as preceptors in the clinical education of medical nursing students.Methods:Five second-year graduate nursing students were recruited to participate in the clinical teaching of medical nursing for 38 undergraduates in the first semester of the 2010 e2011 academic year,divided into two groups.The first group first received clinical teaching in caring for respiratory diseases from graduate preceptors for six weeks followed by clinical teaching in caring for circulatory diseases from nurse preceptors for six weeks.The second group received clinical teaching in the reverse order,from the nurse preceptors followed by the graduate student preceptors.Following training,all students were examined with a written test and scores were compared.In addition,review meetings were held to evaluate the teaching outcomes.Results:No significant differences in test scores were observed between the two teaching groups.Undergraduate student feedback indicated that the training provided by the graduate students was satisfactory,and the medical nursing course leader was satisfied with the teaching outcome with a few exceptions.Conclusion:These data indicate that graduate students are capable of training undergraduates in medical nursing,although some areas can be improved.

Application of Student Standardized Patient in the Clinical Teaching of Acute Abdomen

Background:In recent years,with the gradual expansion of the scale of medical education,the shortage of medical teaching resources and the reluctance of patients to cooperate with teaching have become increasingly prominent.Objective:To explore the application effect of student standardized patient(SSP)in the clinical teaching of acute abdomen.Methods:Fifty-four fifth-year general medical students from class 1826 of the general department of The First Affiliated Hospital of Xi’an Medical University were selected as the research subjects and randomly divided into two groups,with 27 students in the experimental teaching group,and the remaining 27 students in the conventional teaching group.The experimental teaching group adopted the SSP teaching approach.The SSPs were generated from the training students of the hospital through the recruitment and training process of SSP.In this study,seven qualified SSPs were selected for the clinical teaching of acute abdomen.At the end of the course,a periodic assessment was held.The rank sum test was used to compare the excellent and good rates between the two groups,while t-test was used to compare the difference between the two groups.Results:The results showed that the excellent and good rate of the experimental teaching group was significantly higher than that of the conventional group,in which the difference between the two groups was statistically significant(p<0.05).In terms of the assessment results,the theoretical scores and skills scores of the experimental teaching group were better than those of the conventional teaching group,in which the differences between the two groups were statistically significant(p<0.05).Conclusion:Through the training of SSP for acute abdomen and its application in surgical teaching and examination,the superiority of SSP is emphasized.Although there are still some shortcomings in the application of SSP in clinical teaching,it is a relatively new and effective teaching method,and it will play an increasingly critical role in clinical skills training pertaining to the medical specialty.

Application of PDCA Cycle in Clinical Teaching of Respiratory Medicine During the Outbreak of COVID-19

The study was to analyze the application of PDCA cycle in the clinical teaching of respiratory department during the outbreak of COVID-19.The teaching content focused on the prevention,control,diagnosis and treatment of COVID-19.Methods:Thirty clinical interns who entered the Department of Respiratory Medicine in our hospital from June 2020 to December 2020 were selected as the research objects and were randomly divided into two groups.The control group adopted traditional teaching methods and the experimental group adopted PDCA cycle.The teaching effect of the two group was compared.Results:The experimental group that used the PDCA cycle method had significantly higher theoretical knowledge,treatment skills,and comprehensive quality evaluation of COVID-19 than the traditional teaching method of the control group.Conclusion:The application of the PDCA cycle method in clinical teaching activities can improve the teaching process during the outbreak of COVID-19 and help improve the overall quality of clinical interns.

Study on the Construction and Evaluation System of Clinical Midwifery Teaching Faculty under the New Nursing Model

Objective:To explore the impact of the construction of a clinical midwifery teaching faculty and the development of an evaluation system under the new nursing model on the current teaching quality.Methods:From July 2022 to March 2023,10 clinical teaching teachers and 20 midwifery interns from Beijing Anzhen Hospital affiliated with Capital Medical University were selected as the subjects of this study.The clinical teaching teachers and midwifery interns were divided into an observation group and a control group,with each group including 5 clinical teaching teachers and 10 midwifery interns.The observation group received daily management and evaluation under the new nursing model,while the control group received management and evaluation under the traditional nursing model.The teaching quality evaluation of clinical midwifery teaching teachers by midwifery interns,the exit exam scores of midwifery interns,and the scores of clinical teaching teachers’internship lectures and teaching rounds were compared between the two groups.Results:In the observation group,the scores for teaching attitude,teaching skills,and teaching management in the teaching quality evaluation of clinical midwifery teaching teachers were higher than those in the control group.The professional theory scores(91.28±3.64)and overall nursing comprehensive scores(92.56±4.38)of midwifery interns in the observation group were higher than those of midwifery interns in the control group(81.58±2.27 and 80.29±3.33,respectively).The scores for internship lectures(89.32±4.15)and teaching rounds(90.64±5.52)in the observation group were also significantly higher than those in the control group(80.46±3.28 and 81.24±4.38,respectively),and the differences were statistically significant(P<0.05).Conclusion:The management of the clinical midwifery teaching faculty under the new nursing model effectively improved the quality of clinical teaching.It significantly enhanced the teaching effectiveness of clinical teaching teachers and the proficiency of midwifery interns in clinical operations,making it worthy of promotion and use.

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.

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.

Evaluation of the Application Effect of Short Video Combined with BOPPPS Teaching Mode in Clinical Anesthesia Teaching

Objective:To study the application effect of short video combined with BOPPPS teaching mode in clinical anesthesia practice.Method:48 students assigned to clinical anesthesia in digestive endoscopy of Shanxi Bethune Hospital from July 1,2022 to April 1,2023 were selected as research objects.They were randomly divided into the control group(PowerPoint presentation teaching group)and the observation group(short video combined with BOPPPS teaching group),with 24 students in each group.After the internship,the students’theoretical and technical scores were tested,the effects of the two teaching modes were compared,and the students’satisfaction was investigated.Results:The test scores of students in the observation group were significantly better than those in the control group(P<0.05).The short video combined with BOPPPS teaching mode can significantly improve students’learning interest,operation skills,and memory(P<0.05).The students’satisfaction in the observation group was higher than that in the control group(P<0.05).Conclusion:In clinical practice,the application of short video combined with BOPPPS teaching mode has achieved great effect,which is worth further promotion and research.

Homogenization Construction of Three-Level Teaching Bases for General Practice Medicine Under the Internet+Model

With the continuous expansion of medical student enrollment,the number of clinical teaching bases is gradually increasing.However,there are significant differences in clinical teaching management models and teaching levels among different bases.Most clinical teaching bases have incomplete teaching management systems,inadequate teaching management institutions,insufficient teaching personnel,and inadequate implementation of teaching rules and regulations.This article combines the construction practice of three-level clinical teaching base of the General Medicine College and the First Affiliated Hospital of Xi’an Medical University.We establish a standardized management system for the three-level clinical teaching base;implement a teaching supervision system and strengthen the monitoring of teaching quality;adopt multiple evaluations to test the effectiveness of clinical teaching implementation;explore the path of homogenization construction of teaching bases in terms of unified teacher training,promoting the development of teacher teaching abilities with equal quality and excellence,and providing a reference for improving the quality of medical talent training.

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.

Analysis of the History and Current Situation of the Development of General Practice Teaching Clinics in China

A summary of the exploration of the teaching mode of the general practice teaching clinic, a summary of the deficiencies of the teaching clinic and a summary of the significance of the establishment of the general practice teaching clinic are presented with a view to promoting the development of general practice and cultivating more excellent successors in general practice.

Observation on the Application of“Online+Offline”Mixed Teaching Mode in Clinical Nursing Teaching

Objective:To observe the application effect of“online+offline”mixed teaching mode in clinical nursing teaching.Methods:A total of 72 clinical nursing workers,who work in PLA General Hospital and participated in the experiment from March 2019 to March 2021,were selected as the subjects of this study.According to the odd numbers assigned to the participants’names,the participants were divided into two groups:the experimental group and the control group,with 36 cases in each group.The experimental group received“online+offline”hybrid teaching,whereas the control group received traditional offline teaching.In order to evaluate the efficacy and safety of the two groups of nursing workers,their assessment scores,teaching satisfaction scores,and teaching evaluation indicators were observed.Results:The experimental group was significantly better than the control group in terms of assessment scores,teaching satisfaction scores,and teaching evaluation indicators(P<0.05).Conclusion:In clinical nursing teaching,the“online+offline”mixed teaching mode plays a unique role in improving students’scores and teaching quality;thus,it should be promoted.

Using preceptors to improve nursing students' clinical learning outcomes: A Malawian students' perspective

Objective: Clinical environment remains an important aspect in the development of student's compe-tence, confidence and fulfillment of their expected learning outcomes. Preceptors and clinical teachers play a significant role in preparing students to achieve their professional goals through continuous support and resource provision. This study explored the students' perception of using clinical preceptors to improve their clinical learning outcomes.Methods: The researchers used semi structured interviews to collect qualitative data. A total of 48 stu-dents were purposively and conveniently sampled from 8 hospitals to participate in the study. Content analysis was used to analyse the data. Findings: Two themes emerged from the study findings namely: creating a positive clinical learning environment and facilitating academic clinical collaboration. Conclusions: The findings of the study revealed that students gained more confidence and competence in clinical practice when supported by preceptors as well as achieved clinical learning outcomes. These findings suggest the need to train more clinical preceptors for improvement of students' clinical learning outcomes.