Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nur...Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group.The students in the control group were taught by PBL teaching method,and the students in the experimental group were taught by flipped classroom combined with PBL teaching method.After the completion of the teaching,the teachers combined the performance of the two groups of students,and scored them comprehensively in terms of their professional theoretical knowledge,clinical operation skills,independent learning ability,and teamwork ability,and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge,clinical operation,independent learning ability,teamwork ability,and other dimensions.Results:There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students(P>0.05).The scores of clinical operation,independent learning ability,and teamwork ability of the two groups of students were statistically significant(P<0.05),and all the scores of the students in the experimental group were higher than that of the control group.More than 90%of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge,improve the clinical operation skills,enhance the ability of independent learning and teamwork;there were 92%of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching.Conclusion:In the teaching of respiratory intensive care unit nursing,the use of flipped classroom combined with PBL teaching method can improve the learning effect of students,and has certain value in teaching.展开更多
目的探索舒缓医学教学培训对神经重症专科住院医师共情能力的影响。方法选取2021年9月―2022年12月在中日友好医院神经外科神经重症亚专科参加培训的30名医师作为研究对象,按照随机数字表法分为试验组和对照组,各15名。试验组进行基于...目的探索舒缓医学教学培训对神经重症专科住院医师共情能力的影响。方法选取2021年9月―2022年12月在中日友好医院神经外科神经重症亚专科参加培训的30名医师作为研究对象,按照随机数字表法分为试验组和对照组,各15名。试验组进行基于舒缓医学课程整合的神经重症医学培训,对照组按照常规神经重症医学内容进行培训。在培训前后采用杰弗逊共情量表(Jefferson scale of physician empathy,JSPE)对2组进行评分,评估舒缓医学教学培训对共情能力的影响。同时对试验组在培训结束后的3、6和12个月进行JSPE评分,观察共情能力的变化。结果试验组在观点采择,怜悯关怀,换位思考维度的JSPE量表评分分别为(50.00±3.21)分、(38.53±3.02)分和(9.60±1.63)分,均高于培训前的评分[(37.87±3.02)分、(27.60±1.64)分和(7.53±1.68)分],差异有统计学意义(P<0.05)。试验组在培训后的随访时间内,JSPE的3个维度的评分仍有所提升,但差异无统计学意义(P>0.05)。结论舒缓医学教学培训有助于提高神经重症专科住院医师的共情能力,其影响具有持续稳定性。展开更多
目的探讨跨专业教育在医学生中的应用效果。方法在中国知网、万方、维普、PubMed、Web of Science、Embase、Cochrane Library数据库中,检索有关于跨专业教育在医学专业应用效果的对照试验,时间限制自建库起至2024年4月1日。采用RevMan ...目的探讨跨专业教育在医学生中的应用效果。方法在中国知网、万方、维普、PubMed、Web of Science、Embase、Cochrane Library数据库中,检索有关于跨专业教育在医学专业应用效果的对照试验,时间限制自建库起至2024年4月1日。采用RevMan 5.4软件对纳入的文献进行Meta分析。结果共纳入13项研究,共1425人。Meta分析结果显示,跨专业教育试验组理论成绩[SMD=0.60,95%CI(0.39,0.80),P<0.001]、操作成绩[SMD=1.99,95%CI(1.72,2.25),P<0.001]、团队合作能力[SMD=0.57,95%CI(0.41,0.72),P<0.001]、跨专业合作学习准备度[SMD=0.97,95%CI(0.07,1.88),P=0.03]优于对照组,但在教学满意度[MD=4.57,95%CI(-0.35,9.48),P=0.07]上较对照组无显著差异。结论跨专业教育方法在医学专业的应用可提高医学生学习成绩、团队合作能力、跨专业合作学习准备度,值得在医学专业教学中推广应用。展开更多
文摘Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group.The students in the control group were taught by PBL teaching method,and the students in the experimental group were taught by flipped classroom combined with PBL teaching method.After the completion of the teaching,the teachers combined the performance of the two groups of students,and scored them comprehensively in terms of their professional theoretical knowledge,clinical operation skills,independent learning ability,and teamwork ability,and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge,clinical operation,independent learning ability,teamwork ability,and other dimensions.Results:There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students(P>0.05).The scores of clinical operation,independent learning ability,and teamwork ability of the two groups of students were statistically significant(P<0.05),and all the scores of the students in the experimental group were higher than that of the control group.More than 90%of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge,improve the clinical operation skills,enhance the ability of independent learning and teamwork;there were 92%of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching.Conclusion:In the teaching of respiratory intensive care unit nursing,the use of flipped classroom combined with PBL teaching method can improve the learning effect of students,and has certain value in teaching.
文摘目的探索舒缓医学教学培训对神经重症专科住院医师共情能力的影响。方法选取2021年9月―2022年12月在中日友好医院神经外科神经重症亚专科参加培训的30名医师作为研究对象,按照随机数字表法分为试验组和对照组,各15名。试验组进行基于舒缓医学课程整合的神经重症医学培训,对照组按照常规神经重症医学内容进行培训。在培训前后采用杰弗逊共情量表(Jefferson scale of physician empathy,JSPE)对2组进行评分,评估舒缓医学教学培训对共情能力的影响。同时对试验组在培训结束后的3、6和12个月进行JSPE评分,观察共情能力的变化。结果试验组在观点采择,怜悯关怀,换位思考维度的JSPE量表评分分别为(50.00±3.21)分、(38.53±3.02)分和(9.60±1.63)分,均高于培训前的评分[(37.87±3.02)分、(27.60±1.64)分和(7.53±1.68)分],差异有统计学意义(P<0.05)。试验组在培训后的随访时间内,JSPE的3个维度的评分仍有所提升,但差异无统计学意义(P>0.05)。结论舒缓医学教学培训有助于提高神经重症专科住院医师的共情能力,其影响具有持续稳定性。
文摘目的探讨跨专业教育在医学生中的应用效果。方法在中国知网、万方、维普、PubMed、Web of Science、Embase、Cochrane Library数据库中,检索有关于跨专业教育在医学专业应用效果的对照试验,时间限制自建库起至2024年4月1日。采用RevMan 5.4软件对纳入的文献进行Meta分析。结果共纳入13项研究,共1425人。Meta分析结果显示,跨专业教育试验组理论成绩[SMD=0.60,95%CI(0.39,0.80),P<0.001]、操作成绩[SMD=1.99,95%CI(1.72,2.25),P<0.001]、团队合作能力[SMD=0.57,95%CI(0.41,0.72),P<0.001]、跨专业合作学习准备度[SMD=0.97,95%CI(0.07,1.88),P=0.03]优于对照组,但在教学满意度[MD=4.57,95%CI(-0.35,9.48),P=0.07]上较对照组无显著差异。结论跨专业教育方法在医学专业的应用可提高医学生学习成绩、团队合作能力、跨专业合作学习准备度,值得在医学专业教学中推广应用。
