Application Effect of Remote Ultrasound Teaching in Standardized Residency Training

Objective:To explore the application effect of remote ultrasound teaching in the standardized training of residents.Methods:42 students who participated in the standardized residency training in the Department of Ultrasonography of our hospital from August 2022 to August 2023 were selected and divided into the control group(n=21)and the observation group(n=21)by using the random number table method.The control group was taught routinely,and the observation group was taught with remote ultrasound on the basis of the control group.The general data,teaching effect,ultrasound diagnostic compliance rate,and teaching satisfaction of the participants in the two groups were observed.Results:The baseline data of the two groups were not statistically significant(P>0.05);the theoretical and practical assessment scores of the observation group were significantly better than those of the control group(t=2.491,t=2.434,P=0.05);the ultrasound diagnostic compliance rate of the participants in the observation group was significantly higher than that of the control group(78.33%)(χ2=33.574,P=0.000<0.001);the overall satisfaction rate of students in the observation group(20/95.24%)was significantly higher than that of the control group(14/66.67%)(χ2=3.860,P=0.049<0.05).Conclusion:In standardized residency training,remote ultrasound teaching can effectively improve the comprehensive ability of students,enhance diagnostic accuracy,and improve students’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.

Effectiveness of Participatory Teaching Methods in the Standardized Training of Respiratory Medicine Residents

Objective:To explore and analyze the application effect of participatory teaching method in the standardized training of respiratory medicine residents.Methods:The study period was from May 2022 to May 2023.20 doctors in the standardized training of respiratory medicine residency in our hospital were taken as research subjects and grouped into the participatory group(n=10)and the routine group(n=10)by using the random number lottery method.The participatory group practised participatory teaching methods,and the routine group practised routine teaching methods.The results of discharge assessment,teaching evaluation,and mini-Clinical Evaluation Exercise(mini-CEX)assessment were compared between the groups.Results:The theoretical assessment,operational assessment,and total scores of the participatory group were significantly higher than those of the routine group,and the difference was statistically significant(P<0.05).The teaching evaluation of independent learning,theoretical mastery,teamwork,clinical thinking,communication,and learning interest of the participatory group was significantly higher than that of the routine group,and the difference was statistically significant(P<0.05).The mini-CEX assessments of history inquiry,organizational effectiveness,professionalism,physical examination,clinical diagnosis,communication skills,and overall clinical competence of the participatory group were significantly better than those of the routine group,and the difference was statistically significant(P<0.05).The teaching satisfaction of the participatory group was significantly higher than that of the routine group,the difference was statistically significant(P<0.05).Conclusion:Participatory teaching methods can improve the overall level of doctors in the respiratory medicine residency standardized training,and the teaching satisfaction is improved.

Application Research of Fragmented Case Teaching in Standardized Training of Residents in Anesthesiology Department

Objective:To explore the effect of fragmented case teaching in the standardized training of residents in anesthesiology department.Methods:80 doctors who participated in the standardized training of residents in anesthesiology department from January 2021 to January 2022 were selected as the research objects,and the 80 doctors were divided into experimental groups according to the clinical teaching mode(n=40,implemented case fragmented teaching method)and the control group(n=40,traditional teaching method).The training lasted for 2 months,and the medical history collection,medical record analysis,practical operation ability,theoretical assessment results,and the degree of satisfaction towards the training of the two groups of doctors were compared.Results:After 2 months of training,the theoretical knowledge and operational ability of the doctors in the two groups have improved to a certain extent,but the medical history collection,medical record analysis,practical operation ability,theoretical assessment results and satisfaction of the doctors in the experimental group were significantly better than those in the control group(P<0.05).Conclusion:The effect of the fragmented case teaching method in the standardized training of anesthesiology residents is significantly better than the traditional teaching mode.The abilities of doctors have significantly improved after the training.Hence,the fragmented case teaching method is worthy of promotion in clinical practice.

Application of Standardized Measures in Clinical Teaching of Medical Imaging Department

Objective:To explore the application of standardized measures in clinical teaching of medical imaging department.Methods:Forty-eight medical interns in Department of Medical Imaging of our hospital from February 2018 to May 2019 were selected as research objects.They were divided into 2 groups according to random number table method,with 24 cases in each group.Routine education management was performed in clinical teaching for control group,standardized measure management was performed in clinical teaching for observational group.Performance assessment before and after intervention was compared between two groups of medical students.Results:Before intervention,there was no significant difference in assessment result between two groups of medical students(P>0.05).Assessment result after intervention was higher than before intervention in two groups of medical students.Observational group was higher than control group,the difference was statistically significant(P<0.05).Conclusions:Implementation of standardized measures in clinical teaching of medical imaging department could significantly improve assessment result of medical students,and its application can be considered in clinical teaching.

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.

Teaching Reform and Practice of Traditional Chinese Medicine Course Based on National Standard and Ideological and Political Theories Teaching in All Courses

Under the new situation,how to integrate the ideological and political theories teaching in all courses for Chinese medicine major and meet the requirements of national standards for teaching quality,improve the training quality of Chinese medicine talents and strengthen the connotative development of Chinese medicine higher education are urgent issues to be solved in Chinese medicine colleges.This paper introduces the practical experience of teaching reform of traditional Chinese medicine courses based on national standards of teaching quality and ideological and political theories teaching in all courses from the aspects of curriculum setting,teaching content,teaching methods and teaching practice,which can provide reference for teaching reform of other professional courses based on national standards of teaching quality and ideological and political theories teaching in all courses.

Teach-back联合血管模型教学法在介入科住院医师规范化培训教学中的应用

目的以经皮肝动脉化疗栓塞术为例,探究回授教学法(Teach-back)联合血管模型在介入科住院医师规范化培训(简称“住培”)教学中的应用价值。方法选取2022年1月—2023年9月年于华中科技大学协和深圳医院介入科轮转的24名住培医师为研究对象,按随机数表法分为Teach-back联合血管模型教学法组(观察组)和常规教学组(对照组),每组12名。培训完成后,比较两组的理论知识、实践操作能力。结果观察组住培学员对肝动脉化疗栓塞术的理论知识、技能操作考核及总成绩均优于对照组,差异有统计学意义(P均<0.05);观察组住培学员对带教师资的满意度高于对照组,差异有统计学意义(P<0.05)。结论Teach-back联合血管模型教学法在介入科住培教学中具有一定的价值,可以有效提升住培学员的理论知识及临床技能,且更易被住培医师接受。

Discussion on Ideological and Political Theories Teaching in Traditional Chinese Medicine Courses Based on National Standard for Teaching Quality

This paper analyzes the necessity and existing problems of ideological and political theories teaching in traditional Chinese medicine courses,and puts forward some suggestions,such as improving the ideological and political ability of professional teachers,perfecting the evaluation mechanism,and exploring ideological and political elements based on the characteristics of courses,so as to provide the basis for ideological and political theories teaching in traditional Chinese medicine courses under the National Standard for Teaching Quality.

The Relationship between Interchangeability Standards and Precision Design in Teaching a Course on Interchangeability and Measurement Techniques

This article discusses some views on the relationship between carrying out and applying standards and precision design and the teaching of a course on interchangeability and measurement techniques. It points out that while emphasizing precision design, we should not underrate the significance of interchangeability and standardization. Although there are presently many teaching models available for such courses, each course should be designed separately to preserve its systematic character and integrality. As well, the development of students' abilities in precision design and the application of standards should be strengthened in experimental lessons within each course.

Definition of Standard English and its enlightenment on English teaching

Standard English is defined not as a language, a style, an accent, but as standardized grammar and vocabulary with different accents. And from a linguistic point of view, Standard English is no more correct than any other form of English. Yet it is most prestigious, and a desirable educational target. However, different varieties of English should also be taught for international communication.

Preliminary Study on the Training Mode of Chinese Pharmacy Professionals Based on the National Standard of Teaching Quality

With the promulgation of the National Standard for the Teaching Quality of Undergraduate Majors in Ordinary Colleges and Universities, the state has made clear regulations on the standard for the cultivation of Chinese pharmacy talents. Based on their own actual conditions, major colleges and universities have implemented different talent training modes, including talent training modes of running talent classes, "2+1+1", "Chinese Medicine Research Practice Class", employment-oriented professional talent training mode, three-level three-type diversified talent training mode, and talent training mode oriented with adapting to the characteristics of ethnic regions. Various talent training modes have different training objectives, and corresponding training programs are formulated to meet the requirements of the National Standard for the Teaching Quality of Undergraduate Majors in Ordinary Colleges and Universities. In addition, according to the notice on Solidly Promoting Labor Education into the "National Standard for the Teaching Quality of Undergraduate Majors in Ordinary Colleges and Universities" issued by the Department of Higher Education of the Ministry of Education, the introduction of labor education to the teaching of Chinese pharmacy majors will be a trend, and Chinese pharmacy professionals are required to achieve comprehensive and coordinated development of morality, intelligence, physique, beauty, and labor. How to integrate labor education with high quality and high efficiency into the training of Chinese pharmacy professionals is a problem that major universities will think about.

Evaluation Principles,Standards and Operating Strategies of Ideological and Political Teaching in Science and Engineering Courses

The reform of ideological and political education in science and engineering courses continues to deepen,and the establishment of a practical teaching evaluation system is the main goal.Combining the relevant requirements of the ideological and political education in science and engineering courses,establishing a teaching evaluation system needs to follow the corresponding principles to ensure that the teaching content is reasonable and the teaching objectives are clear.The selected teaching method is flexible and effective,which facilitates the improvement of teaching quality and feedback of teaching situation.In this regard,the paper mainly analyzes the principles and standards of ideological and political teaching evaluation for science and engineering courses,and chooses reasonable and operable measures in-line with actual requirements to apply them in practice,and strive to serve as a reference for subsequent related research.

Research on Staged Practice Teaching System Based on Systems Engineering

The practical teaching management system is an important factor to ensure the quality of teaching.The training of systematic thinking needs a systematic teaching system,and a systematic process is a gradual process and a standardized process.This paper discusses the process of establishing a standardized practice teaching system step by step through a progressive way.At the same time,taking test practice as an example,it describes how the practice teaching system enables students to gradually adapt to and benefit from the management of the system.Through project practice,students not only enhance their practical ability,but also learn the standardized practice process.These skills can help students adapt to the work pace of the enterprise faster,and make students’practical ability meet the requirements of the enterprise.

Enlightenment of the Chinese English Competence Scale on College English Teaching in Applied Colleges and Universities

CSE (China's Standards of English) is China's first English proficiency assessment standard covering all semester. Its abilitygrading reflects the correspondence between the English level of students in each scholastic school and the ability to describe thedescriptors, and it is targeted and instructive for college English teaching. As an English assessment reform that benefits allChinese English learners, the Chinese English Proficiency Rating Scale has an epoch-making significance. One of the core tasks ofthe construction of foreign language assessment system is to formulate a unified competency assessment standard, and to provide ascientific competency index system and accurate Competency Scale for various foreign language examinations. CSE provides acommon reference framework for English learning, teaching and assessment in China, and combines English learning, Englishteaching and English assessment system. Improving the quality of teaching is a concern of every English teacher. The introductionof CSE undoubtedly provides authoritative criteria and powerful impetus for the deepening and refinement of College Englishreform.

Process and Analysis the Junior High School Students' Teaching Material of Ren'ai Version

Since the application of the new curriculum,the English teaching material of the national junior high school is no longer unified.Thus,there come numerous junior high school English tesching materials,such as Renjiao,Beijing Normal University,Oxford,Cambridge,New Concept,Ren’ai and so on and so forth.These abundant teaching materials offer the majority of teachers and students a broad choice space and are different from the traditional teaching material.Among these materials,Ren’ai version is introduced to Zhangzhou City,Fujian Province.Compared with the traditional teaching materials,Ren’ai version has a new form both in language and content,which put forward to higher request on teachers and students.As is published recently,there is not much related research.This article,on one hand,makes a brief analysis on the characteristics of the material.On the other hand,it gives some suggestions on how to handle the material with the help of Constructivism,the Task-based Teaching theory and Cognitive Psychology,hoping to improve the efficiency of classroom teaching and the students’English comprehensive ability.

Analysis on the English language Teaching

This article analyzes the kind of English we should teach in school under the world globalization,whether we should teach the Standard English or non-standard English. Finally,generate the discussion between teaching standard and non-standard variety of English not only in China but also other ESL and EOL countries.

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。

学习中心视角下的大单元教学设计

大单元作为学习单位的本质规定,意味着大单元教学的重心不是教授内容而是组织和引导学习,也决定了其教学设计必须以学习为中心。学习中心视角下,大单元教学设计在任务设定、内容生成和时间安排方面分别遵循依学施教、因学而成和以学定时的理念。其内在逻辑表现为,以大观念为内核生成大单元,以大任务为起点驱动大单元,以大活动为过程展开大单元。大单元教学要在素养目标与现实材料的双向比对中提取大观念,在理论学习与经验学习的双层考量中构建大任务,在素养针对性与学科典型性的双重观照中设计大活动。其过程设计可按进阶式学习、平行式学习、迭代式学习等模式展开。

PBL-EBM教学法在骨科住院医师规范化培训中的应用

目的探讨以问题为基础的学习结合基于循证医学(problem-based learning,evidence-based medicine,PBL-EBM)教学法在骨科住院医师规范化培训(简称“住培”)临床教学中的应用。方法选择2022年1月—2023年1月在广州医科大学附属第一医院骨科进行住院医师规范化培训的医生作为研究对象,将其随机分为对照组和试验组,试验组57名,其中男51名,女6名;对照组56名,其中男50名,女6名。试验组采用PBLEBM教学法,对照组采用传统教学方法,教学结束后均对2组进行出科考评及教学效果评估。结果试验组出科考评成绩为(92.5±0.22)分,对照组出科考评成绩为(87.6±0.38)分;提高医学文献检索及数据研判能力[试验组(93.5±0.20)分vs.对照组(90.0±0.28)分]、提高临床问题的分析能力[试验组(93.6±0.18)分vs.对照组(89.6±0.25)分]、提高解决临床问题的能力[试验组(93.4±0.25)分vs.对照组(89.1±0.21)分]、提高专业术语交流表达能力[试验组(92.6±0.27)分vs.对照组(89.3±0.23)分],试验组与对照组差异有统计学意义(P<0.001);而在提高学习的主动性、积极性[试验组(92.4±0.40)分vs.对照组(93.0±0.45)分]和提高临床操作能力[试验组(92.4±0.32)分vs.对照组(92.7±0.37)分]上,2组间差异无统计学意义(P>0.05)。结果显示,同传统教学法相比,PBL-EBM教学法,更有助于提高正在进行规范化培训的住院医师的综合分析和解决问题的能力,也有利于提高文献资料检索及循证医学证据的分析辨别能力。结论在骨科住院医师规范化培训临床教学中,采用PBL-EBM教学法具有可行性,有助于提高住培生主动进行文献检索、分析文献资料的最新研究成果及证据,并将其运用到临床实践中制定最佳治疗方案的能力。