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
Background: Despite the high prevalence and negative effects of sleep disorders, sleep issues often remain unexplored during medical encounters. Research has shown that primary care physicians regard their knowledge a...Background: Despite the high prevalence and negative effects of sleep disorders, sleep issues often remain unexplored during medical encounters. Research has shown that primary care physicians regard their knowledge as inadequate. Objective: We investigated residents’ perceived adequacy of sleep education and level of competency in diagnosing and treating sleep disorders. Methods: A questionnaire via Survey Monkey was administered to senior residents in University of California, Davis (UCD) from family medicine, internal medicine, neurology, and psychiatry to assess perception of their knowledge and training of sleep disorders. Likert scale ratings were used, from 1 (not adequate/competent) to 5 (extremely adequate/competent). Non-parametric statistical methods were used to evaluate differences in survey responses among specialties and assess the correlation between survey responses. Results: Only 33 residents responded with a 29.5% response rate. Neurology residents routinely rotate with a sleep medicine attending and subsequently reported the highest self-competency, adequacy of training, hours of didactics received and frequency of asking patients about sleep. All other residents reported receiving insufficient sleep medicine education. The combined mean score was 1.5 across the specialties regarding adequacy of sleep education in their respective medical schools with 31.3% reporting no sleep medicine training. Conclusions: This study demonstrated that there is a perceived deficit in most residents’ training and competency regarding sleep disorders. These results prompted 2 of the 4 residency programs to change their educational structure with electives in clinical sleep medicine. We believe that this paper illuminates potential need for increasing sleep medicine education throughout various levels of training. Nationwide educational research is needed to promote ACGME to incorporate the fundamentals of sleep medicine into core curriculum. Current Knowledge/Study Rationale: There are no studies, to our knowledge, directly measuring residents’ perceived adequacy of sleep medicine education provided and their perceived level of competency in diagnosing and treating sleep disorders. The aim of this study was to evaluate both the amount of time and quality of sleep education provided to residents as insufficient knowledge in addressing sleep problems may reflect gaps in educational requirements and standards within residency training. Study Impact: This study revealed a perceived deficit in most residents’ training and competency regarding sleep disorders. This study stimulated half of the UC Davis residency programs evaluated to offer electives in clinical sleep medicine suggesting that the study highlighted need for additional educational opportunities in sleep medicine.展开更多
目的在神经科住院医师中开展困难谈话技能培训课程,探究困难谈话技能培训的可行性,并初步探索本课程的效果。方法在北京协和医院神经科住院医师中开展2次困难谈话技能培训课程,每月1次,每次2 h。课程主题均为与神经科临床实践相关的具...目的在神经科住院医师中开展困难谈话技能培训课程,探究困难谈话技能培训的可行性,并初步探索本课程的效果。方法在北京协和医院神经科住院医师中开展2次困难谈话技能培训课程,每月1次,每次2 h。课程主题均为与神经科临床实践相关的具体临床情景,包括:(1)告知坏消息;(2)与“困难”患者或家属沟通;(3)讨论不施行心肺复苏等抢救措施;(4)与家属讨论重症患者的临终关怀。采用情景模拟教学方法,邀请标准化病人和住院医师在教师指导下完成案例情景模拟,并进行医患沟通伦理知识、技能策略的学习。采用匿名在线调查评估住院医师对本课程的满意度,课程前后采用困难谈话技能自我评估问卷分析住院医师11个维度技能的改善情况。课程结束1年后使用医患沟通技能评价量表(set the stage,elicit information,give information,understand the patient’s perspective,and end the encounter;SEGUE)对部分住院医师的沟通能力进行考核。结果共有14位住院医师参加了困难谈话技能培训课程,12位(85.7%)完成了相关调查评估问卷。完成问卷的住院医师中9位(75.0%)为女性,10位(83.3%)为低年级住院医师(第一年或第二年住院医师)。总体而言,住院医师对本课程反响积极,所有完成问卷的住院医师均对课程表示满意;参与的住院医师在困难谈话技能自我评估问卷涉及的绝大多数维度上均有不同程度改善;4位住院医师完成SEGUE评估,3位获得A级评分。结论在神经科住院医师中使用基于真实病例的特定临床情景模拟来开展困难谈话技能培训课程是可行的,住院医师对课程满意度高且课程对其有积极影响,住院医师的困难谈话技能在培训后得到一定提升。展开更多
目的探讨多模态影像融合(multimodal image fusion,MMIF)辅助以案例为基础的教学法(case based learning,CBL)对心血管内科住院医师规范化培训(简称住培)效果的影响。方法选择2021年10月—2022年10月在南京医科大学第一附属医院心血管...目的探讨多模态影像融合(multimodal image fusion,MMIF)辅助以案例为基础的教学法(case based learning,CBL)对心血管内科住院医师规范化培训(简称住培)效果的影响。方法选择2021年10月—2022年10月在南京医科大学第一附属医院心血管内科轮转的住院医师为研究对象,共60名。根据不同轮转时间将2021年10月—2022年3月进行轮转医师设为对照组,共27名;将2022年4月—2022年10月进行轮转的医师设为观察组,共33名。对照组予以常规教学模式,观察组行MMIF辅助CBL教学法,2组教学均持续2个月。于教学前后,评估2组的理论知识、实践能力、自主学习能力和临床思维能力;评估2组医师的教学满意度。结果观察组满意度高于对照组(96.67%vs.77.78%),差异有统计学意义(P<0.05)。带教后,2组理论知识、实践能力评分、自主学习能力和临床思维能力评分均升高,且观察组高于对照组,差异有统计学意义(P<0.05)。结论MMIF辅助CBL教学法在心血管内科住培中的效果较好,可提高学员的理论成绩、实践能力和自主学习能力,培养其临床思维能力。展开更多
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Background: Despite the high prevalence and negative effects of sleep disorders, sleep issues often remain unexplored during medical encounters. Research has shown that primary care physicians regard their knowledge as inadequate. Objective: We investigated residents’ perceived adequacy of sleep education and level of competency in diagnosing and treating sleep disorders. Methods: A questionnaire via Survey Monkey was administered to senior residents in University of California, Davis (UCD) from family medicine, internal medicine, neurology, and psychiatry to assess perception of their knowledge and training of sleep disorders. Likert scale ratings were used, from 1 (not adequate/competent) to 5 (extremely adequate/competent). Non-parametric statistical methods were used to evaluate differences in survey responses among specialties and assess the correlation between survey responses. Results: Only 33 residents responded with a 29.5% response rate. Neurology residents routinely rotate with a sleep medicine attending and subsequently reported the highest self-competency, adequacy of training, hours of didactics received and frequency of asking patients about sleep. All other residents reported receiving insufficient sleep medicine education. The combined mean score was 1.5 across the specialties regarding adequacy of sleep education in their respective medical schools with 31.3% reporting no sleep medicine training. Conclusions: This study demonstrated that there is a perceived deficit in most residents’ training and competency regarding sleep disorders. These results prompted 2 of the 4 residency programs to change their educational structure with electives in clinical sleep medicine. We believe that this paper illuminates potential need for increasing sleep medicine education throughout various levels of training. Nationwide educational research is needed to promote ACGME to incorporate the fundamentals of sleep medicine into core curriculum. Current Knowledge/Study Rationale: There are no studies, to our knowledge, directly measuring residents’ perceived adequacy of sleep medicine education provided and their perceived level of competency in diagnosing and treating sleep disorders. The aim of this study was to evaluate both the amount of time and quality of sleep education provided to residents as insufficient knowledge in addressing sleep problems may reflect gaps in educational requirements and standards within residency training. Study Impact: This study revealed a perceived deficit in most residents’ training and competency regarding sleep disorders. This study stimulated half of the UC Davis residency programs evaluated to offer electives in clinical sleep medicine suggesting that the study highlighted need for additional educational opportunities in sleep medicine.
文摘目的在神经科住院医师中开展困难谈话技能培训课程,探究困难谈话技能培训的可行性,并初步探索本课程的效果。方法在北京协和医院神经科住院医师中开展2次困难谈话技能培训课程,每月1次,每次2 h。课程主题均为与神经科临床实践相关的具体临床情景,包括:(1)告知坏消息;(2)与“困难”患者或家属沟通;(3)讨论不施行心肺复苏等抢救措施;(4)与家属讨论重症患者的临终关怀。采用情景模拟教学方法,邀请标准化病人和住院医师在教师指导下完成案例情景模拟,并进行医患沟通伦理知识、技能策略的学习。采用匿名在线调查评估住院医师对本课程的满意度,课程前后采用困难谈话技能自我评估问卷分析住院医师11个维度技能的改善情况。课程结束1年后使用医患沟通技能评价量表(set the stage,elicit information,give information,understand the patient’s perspective,and end the encounter;SEGUE)对部分住院医师的沟通能力进行考核。结果共有14位住院医师参加了困难谈话技能培训课程,12位(85.7%)完成了相关调查评估问卷。完成问卷的住院医师中9位(75.0%)为女性,10位(83.3%)为低年级住院医师(第一年或第二年住院医师)。总体而言,住院医师对本课程反响积极,所有完成问卷的住院医师均对课程表示满意;参与的住院医师在困难谈话技能自我评估问卷涉及的绝大多数维度上均有不同程度改善;4位住院医师完成SEGUE评估,3位获得A级评分。结论在神经科住院医师中使用基于真实病例的特定临床情景模拟来开展困难谈话技能培训课程是可行的,住院医师对课程满意度高且课程对其有积极影响,住院医师的困难谈话技能在培训后得到一定提升。
文摘目的探讨多模态影像融合(multimodal image fusion,MMIF)辅助以案例为基础的教学法(case based learning,CBL)对心血管内科住院医师规范化培训(简称住培)效果的影响。方法选择2021年10月—2022年10月在南京医科大学第一附属医院心血管内科轮转的住院医师为研究对象,共60名。根据不同轮转时间将2021年10月—2022年3月进行轮转医师设为对照组,共27名;将2022年4月—2022年10月进行轮转的医师设为观察组,共33名。对照组予以常规教学模式,观察组行MMIF辅助CBL教学法,2组教学均持续2个月。于教学前后,评估2组的理论知识、实践能力、自主学习能力和临床思维能力;评估2组医师的教学满意度。结果观察组满意度高于对照组(96.67%vs.77.78%),差异有统计学意义(P<0.05)。带教后,2组理论知识、实践能力评分、自主学习能力和临床思维能力评分均升高,且观察组高于对照组,差异有统计学意义(P<0.05)。结论MMIF辅助CBL教学法在心血管内科住培中的效果较好,可提高学员的理论成绩、实践能力和自主学习能力,培养其临床思维能力。
