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Application Effect of Clinical Pathway Teaching Method in Clinical Teaching of Cardiology 被引量:1
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作者 Xiaopeng Wu Hongmei Shangguan +1 位作者 Leisen Han Tongchao Xing 《Journal of Clinical and Nursing Research》 2020年第4期32-35,共4页
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... 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. 展开更多
关键词 clinical pathway teaching method CARDIOLOGY clinical teaching Application effect
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Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching
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作者 Yanqing Feng Fengqiao Lin Mengjun Huang 《Journal of Contemporary Educational Research》 2024年第4期176-181,共6页
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... 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. 展开更多
关键词 Seminar teaching method CBL teaching method PBL teaching method Oral clinical nursing teaching
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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 被引量:1
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作者 Jingjing Tang 《Journal of Biosciences and Medicines》 CAS 2023年第2期169-176,共8页
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
关键词 Standardized Training for Resident Doctors of Traditional Chinese Medicine clinical Skills teaching Flipped Classroom Problem-Based Learning teaching method
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Application of Heuristic Method to the Clinical Teaching of Internal Medicine
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作者 Yajuan Ni Hongyuan Bai Haitao Shi 《Journal of Clinical and Nursing Research》 2023年第3期19-23,共5页
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 inte... 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. 展开更多
关键词 Heuristic method of teaching Internal medicine clinical teaching APPLICATION
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A review of clinical reasoning in nursing education:based on high-fidelity simulation teaching method 被引量:2
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作者 Qiao-Qian Luo Marcia A Petrini 《Frontiers of Nursing》 CAS 2018年第3期175-183,共9页
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 clinica... 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. 展开更多
关键词 clinical reasoning high-fidelity simulation nursing education teaching method
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Analysis of Common Clinical Practice Teaching Methods in Medical Colleges and Universities 被引量:1
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作者 Diansong Yang Yanxia Chi +1 位作者 Huiping Liu Dongmei Li 《Journal of Contemporary Educational Research》 2021年第12期88-92,共5页
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 teach... 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. 展开更多
关键词 teaching method clinical practice Medical student training
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Primary exploration of the application of case based learning method in clinical probation teaching of the integrated curriculum of hematology
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作者 Zi-zhen XU Ye-fei WANG +3 位作者 Yan WANG Shu CHENG Yi-qun HU Lei DING 《Medical Bulletin of Shanghai Jiaotong University》 CAS 2015年第2期160-164,168,共6页
Objective To explore the application and the effect of the case based learning(CBL)method in clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.Methods The... Objective To explore the application and the effect of the case based learning(CBL)method in clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.Methods The CBL method was applied to the experimental group,and the traditional approach for the control group.After the lecture,a questionnaire survey was conducted to evaluate the teaching effect in the two groups.Results The CBL method efficiently increased the students’interest in learning and autonomous learning ability,enhanced their ability to solve clinical problems with basic theoretic knowledge and cultivated their clinical thinking ability.Conclusion The CBL method can improve the quality of clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students. 展开更多
关键词 case based learning integrated CURRICULUM clinical PROBATION of hematology teaching method
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Research on the Application of Problem-Based Learning(PBL)Teaching Method in Clinical Emergency Teaching
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作者 Hua Liu 《Journal of Contemporary Educational Research》 2023年第11期184-189,共6页
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 w... 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. 展开更多
关键词 EMERGENCY clinical teaching PBL teaching method Traditional teaching method Undergraduate students
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Application of Scenario Simulation Method in Pediatric Clinical Nursing Teaching
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作者 Yang Mei 《Journal of Clinical and Nursing Research》 2018年第3期17-20,共4页
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 di... 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. 展开更多
关键词 DEPARTMENT of PEDIATRICS NURSING clinical teaching situational teaching method
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5A教学模式在普通外科住院医师规范化培训中的应用 被引量:2
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作者 梁文全 陈志达 +3 位作者 刘怡 卢婷婷 唐云 郗洪庆 《继续医学教育》 2024年第3期107-110,共4页
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... 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。 展开更多
关键词 住院医师规范化培训 教学方法 理论教学 临床技能教学 普通外科 继续教育
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情景模拟教学法在临床基本技能培训中的应用研究 被引量:2
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作者 陈健 谭宏涛 +4 位作者 董靖竹 孙乃玉 赵晨曦 陈慧楠 郭庆峰 《中国医院管理》 北大核心 2024年第8期77-79,共3页
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... 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。 展开更多
关键词 临床基本技能 培训 情景模拟教学法
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PBL及CBL联合多媒体教学在《临床血液学检验技术》实验课教学中的应用 被引量:2
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作者 王芳芳 潘云燕 +2 位作者 杨万霞 马毅成 尤崇革 《中国继续医学教育》 2024年第10期48-52,共5页
临床血液学检验知识较抽象、难懂,医学检验专业学生普遍存在临床思维缺乏,在临床血液学检验时难以合理运用理论知识做出准确的诊断报告。而《临床血液学检验技术》实验课是将理论知识应用于实践的桥梁。以多媒体教学系统为平台,通过以... 临床血液学检验知识较抽象、难懂,医学检验专业学生普遍存在临床思维缺乏,在临床血液学检验时难以合理运用理论知识做出准确的诊断报告。而《临床血液学检验技术》实验课是将理论知识应用于实践的桥梁。以多媒体教学系统为平台,通过以问题为基础的教学法(problem based learning,PBL)和案例教学法(case based learning,CBL)的新型实验课教学模式旨在培养学生的实验操作能力、临床思维、独立思考及主动解疑的能力,在学习理论知识的同时培养学生的动手能力和实践能力,为今后学生走上临床检验诊断工作打下坚实的基础。文章从《临床血液学检验技术》实验课教学现状及问题,PBL、CBL及联合教学法的优点,PBL及CBL联合多媒体教学具体实施方法、教学成效及评价反馈方面来探讨如何提高《临床血液学检验技术》实验课教学效果,为临床检验专业实验课教学提供了新的方向。 展开更多
关键词 PBL CBL 多媒体互动教学系统 临床血液学 检验技术 实验课教学
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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 被引量:2
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作者 李艳 项云改 +5 位作者 张丹 宋玉霞 万利静 禹果 程兰兰 谭丽 《黑龙江医学》 2024年第6期708-710,共3页
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... 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。 展开更多
关键词 案例为基础教学法 生殖医学中心 临床医学 实习医生教学
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基于O-AMAS的翻转课堂在临床药理学教学中的探索 被引量:2
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作者 沈秉正 兰昱 +2 位作者 何晓琴 王娜 高翔 《基础医学教育》 2024年第3期196-199,共4页
临床药理学是连接药学与临床医学间的重要基础课程。文章通过对临床医学专业连续两届参加本课程学习的本科生分别进行传统的授课方式(对照组)以及翻转课堂模式(研究组)的教学,并展开比较研究。结果表明,研究组学生的理论考试总成绩为明... 临床药理学是连接药学与临床医学间的重要基础课程。文章通过对临床医学专业连续两届参加本课程学习的本科生分别进行传统的授课方式(对照组)以及翻转课堂模式(研究组)的教学,并展开比较研究。结果表明,研究组学生的理论考试总成绩为明显高于对照组。两组学生对基础知识掌握并无明显差异,但在病例分析综合应用上,研究组学生的得分显著优于对照组。通过匿名的问卷调研,研究组学生具有更好的学习体验感,新教学方式取得了较好的教学效果。 展开更多
关键词 临床药理学 翻转课堂 O-AMAS教学模型 课程设计 教学方法
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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 被引量:1
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作者 李雷俊 夏晓伟 +1 位作者 关念红 魏钦令 《中国继续医学教育》 2024年第13期82-86,共5页
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
关键词 情景模拟教学 案例教学法 精神科见习生 医患沟通 本科教学 临床
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基于问题导向式的中西医结合临床教学的现状研究 被引量:2
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作者 吴帮启 秦鹏 +1 位作者 成俞沛 黄晶婕 《中国继续医学教育》 2024年第10期103-107,共5页
基于问题导向式的临床教学模式(problem based learning,PBL)是指通过问题案例或场景使学生确定自己的学习目标,且经由学生自我独立式学习和小组讨论以完善知识。经过60余年的教学实践,在世界许多国家的临床医学教育中都取得了良好的效... 基于问题导向式的临床教学模式(problem based learning,PBL)是指通过问题案例或场景使学生确定自己的学习目标,且经由学生自我独立式学习和小组讨论以完善知识。经过60余年的教学实践,在世界许多国家的临床医学教育中都取得了良好的效果,PBL引入我国也有近30年的历史,其在我国临床医学教育的应用中仍然处于探索和改革的阶段。文章就PBL在国内中西医结合临床各科室中的教学现状进行总结,发现其对提高学生积极性,改善学习效果,提高学生的教学满意度等方面效果较好,同时探讨其目前存在的问题,并针对现有的问题提出应对策略,如“靶向PBL教学”模式,以期为未来的医学临床教育提供思路。 展开更多
关键词 问题导向式教学 临床教学模式 临床教学 教学方法 医学教育 现状
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案例教学法在神经外科临床实践技能教学中的应用 被引量:1
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作者 孙晓欧 时瑗 刘建刚 《继续医学教育》 2024年第3期67-70,共4页
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... 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。 展开更多
关键词 神经外科 临床实践 教学技能 案例教学法 考核成绩 教学满意度
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住培医师作为标准化病人的PBL教学法在神经内科教学中的应用 被引量:1
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作者 黄译腺 刘晶 徐莹莹 《中国继续医学教育》 2024年第2期98-101,共4页
目的探讨住培医师作为标准化病人的以问题为导向的教学法(problem-based learning,PBL)在神经内科临床教学中的应用效果。方法采用随机数字表法,将2020年6月—2021年10月苏州大学附属第二医院62名正在培训的神经内科住培医师随机分成对... 目的探讨住培医师作为标准化病人的以问题为导向的教学法(problem-based learning,PBL)在神经内科临床教学中的应用效果。方法采用随机数字表法,将2020年6月—2021年10月苏州大学附属第二医院62名正在培训的神经内科住培医师随机分成对照组(31名,传统教学法)和观察组(31名,住培医师作为标准化病人的PBL教学法)进行临床住培。从神经内科轮转期6个月以上住培学员中选取标准化病人培训对象。比较2组住培医师培训之后的理论知识、实践能力及综合素质评分。结果观察组住培医师的理论知识及实践操作成绩均高于对照组,差异有统计学意义(P<0.05);观察组住培医师的综合素质评分均高于对照组,差异有统计学意义(P<0.05)。结论住培医师作为标准化病人的PBL教学法在神经科临床培训教学中的应用效果显著。 展开更多
关键词 住培医师 标准化病人 PBL教学法 神经内科 临床 应用效果
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PBL教学法联合三维重建技术在神经外科教学中的应用 被引量:1
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作者 冒平 王拓 《中国继续医学教育》 2024年第4期20-24,共5页
目的探索以问题为导向的教学法(problem-based learning,PBL)联合三维重建技术在神经外科临床教学中的应用效果。方法选取2020年6月—2021年6月西安交通大学第一附属医院神经外科住院医师规范化培训学员64名,随机分为观察组和对照组,每... 目的探索以问题为导向的教学法(problem-based learning,PBL)联合三维重建技术在神经外科临床教学中的应用效果。方法选取2020年6月—2021年6月西安交通大学第一附属医院神经外科住院医师规范化培训学员64名,随机分为观察组和对照组,每组32名住培学员。观察组采用PBL联合三维重建技术进行教学。带教老师将示教病例的颅脑多模态影像数据导入3D slicer软件,建立可视化的三维解剖模型,并在课堂中展示颅脑、病变、血管及颅骨之间的空间解剖关系对照组采用传统多媒体教学方法。通过理论考试、操作考核和调查问卷评分对比两种方法的教学效果。结果观察组住培学员的理论考试及操作考核成绩均优于对照组,差异有统计学意义(P<0.001),并且观察组住培学员在教学总体满意度、学习兴趣提高程度及颅脑解剖的理解度均高于对照组,差异有统计学意义(P<0.001)。结论PBL联合三维重建技术在神经外科教学中的应用效果良好。 展开更多
关键词 PBL教学法 临床教学 神经外科 三维重建 颅脑多模态影像 住院医师规范化培训
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ABC组间循环CBL教学法在胸外科临床见习教学中的应用 被引量:1
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作者 艾燕 常睿敏 +2 位作者 肖霄雄 张春芳 程远大 《中国高等医学教育》 2024年第5期66-68,71,共4页
目的:探讨ABC组间循环CBL教学法在临床胸外科见习教学中的应用效果。方法:将同年级的临床本科生随机分为对照组(CBL教学法)和试验组(ABC组间循环CBL教学法)。通过对学生们专科测验成绩的比较,学生参与度的分析以及学生对教学的调查反馈... 目的:探讨ABC组间循环CBL教学法在临床胸外科见习教学中的应用效果。方法:将同年级的临床本科生随机分为对照组(CBL教学法)和试验组(ABC组间循环CBL教学法)。通过对学生们专科测验成绩的比较,学生参与度的分析以及学生对教学的调查反馈,评价ABC组间循环CBL教学法的效果。结果:试验组学生的成绩、主动发言人次数明显高于对照组,未发言人次数明显少于人次数,ABC组学生对自己参与教学过程的满意程度较CBL组更高。结论:ABC组间循环CBL教学法可以提高胸外科临床见习学生的成绩及参与度。 展开更多
关键词 CBL教学法 组间循环 胸外科 临床见习教学
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