Impact of a new teaching model on the fine cosmetic suturing operation and quantitative assessment of the training effect on plastic surgeons

Background Traditional lecture-based teaching(TLT)has long been the primary method of teaching plastic suturing techniques and even surgical education.It has been challenging to adapt this approach to fit the educational objectives of plastic surgery,which is a very practical science.Additionally,it is mainly teacher-led,and the course content is teacher-driven,which has disadvantages such as difficulty in motivating students and disconnection from clinical practice.Therefore,we developed a video point-to-point teaching(VPT)method and teamwork-based teaching(TBT)to study the effect of the new teaching model on fine cosmetic suturing operation(FCSO)and training outcomes for plastic surgeons.Methods We selected 30 junior doctors from the Department of Plastic and Reconstructive Surgery of the Chinese PLA General Hospital.All trainees were randomly assigned to three groups:TLT,VPT,and TBT.All trainees had their performances photographed,and a senior attending physician was appointed as a rater.We rated the process and results of FCSO according to a uniform rubric following the double-blind principle to compare the effects of different teaching modes on the trainees’FCSO and differences in training outcomes.Results There was no significant effect of video recording on trainees’FCSO(P>0.05).The total scores of the first suturing in the three groups were as follows:TLT group(13.18​±​1.66),VPT group(13.63​±​1.97),and TBT group(13.50​±​2.26),with no significant difference among the groups(P>0.05),indicating that the starting level of the trainees in the three groups was basically the same.There was no significant difference(P>0.05)between the VPT(20.30​±​2.17)and TBT(20.38​±​2.29)groups,but both of these groups were significantly better than the TLT group(16.43​±​1.86,P<0.01).Conclusion The TBT and VPT methods are significantly better than TLT.However,the TBT method is more economical and optimal for teachers and better utilizes students’initiative in learning and operation,which improves the teaching level and training efficiency.

The Construction of a Combined OBE-based Teaching Model

This paper proposes a teaching model based on the concept of outcome-based education(OBE).OBE is meant to be a student-centered learning model.Based on OBE,the characteristics of project-based learning(PBL)and lecture-based teaching approach are analyzed.Then,a combined teaching model is constructed based on Acharya’s research findings and PBL.This proposed model integrates PBL and lecture-based teaching approach to help achieve ideal learning outcomes.It enhances learners’learning initiative and creativity while ensuring holistic and systematic learning outcomes.

三种教学方法在急危重症护理学教学中的应用比较

目的 探讨将LBL教学法、PBL教学法、PBL与LBL双轨教学法用于急危重症护理教学中,对学生急救知识和技能的培养效果.方法 采用目的抽样法抽取沈阳医学院2013届护理本科学生60人,随机分成3组,每组20人,分别进行LBL教学法、PBL教学法、PBL＋LBL双轨教学法教学.课程结束后进行技能和理论考核.结果 LBL组技能考核（83.12±3.21）分,理论考核（87.45±3.50）分;PBL组技能考核（86.45±4.50）分,理论考核（86.85±4.55）分;LBL＋PBL组技能考核（87.25±3.41）分,理论考核（89.85±2.89）分;3组比较差异有统计学意义（F值分别为11.98、3.66;P〈0.05）.结论 PBL与LBL双轨教学法不仅可以增强学生对理论知识的掌握程度,而且使学生能将所学知识灵活运用到临床病例分析及实践中,学生综合素质也得到一定的提高.

两种教学方法相结合在心血管内科学教学中的应用

目的 探讨以问题为基础学习（problem-based learning,PBL）和以授课为基础学习（lecture-based learning,LBL）相结合的教学方法在心血管内科学教学中的实施效果.方法 采用实验对照研究方法.选取湖北民族学院2011级五年制临床医学专业291名学生为研究对象,将其按照班级不同分为实验组和对照组,实验组148名学生,对照组143名学生.在心血管内科学教学中,实验组采用PBL＋ LBL教学方法,对照组采用LBL教学方法.教学结束后,对两组学生进行问卷调查和理论考试,比较两组的教学效果.结果 实验组学生期末考试总成绩、综合分析题成绩均高于对照组学生,差异具有统计学意义,P＜0.01;比较两组学生的综合能力,包括整体评价、综合技能、专业精神以及对自我和小组学习表现,差异均具有统计学意义,P＜0.01.结论 PBL＋LBL教学方法在心血管内科学教学中取得了较好效果;在提高学生的逻辑思维能力、团队精神,促进基础理论知识与临床问题相结合等方面优于传统教学方法.