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
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
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
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
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
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
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
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
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
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
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
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
文摘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.
文摘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.
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.
文摘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.
基金This study was supported by Heilongjiang Province Education Science“13th Five-Year Plan”2020 Key Topics Project(Item number:GJB1320365).
文摘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.
文摘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.
文摘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.
文摘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.
文摘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。
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。
文摘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。