Background: We set out to compare resident perspective regarding self-rated ability to perform abortion procedures, abortion attitudes and satisfaction with training at programs with routine and optional abortion trai...Background: We set out to compare resident perspective regarding self-rated ability to perform abortion procedures, abortion attitudes and satisfaction with training at programs with routine and optional abortion training. Methods: We distributed surveys and conducted 1-h focus groups for 62 residents at six New York City OB/GYN programs;three offer routine abortion training. We compared resident survey responses at programs with routine versus optional training regarding self-rated ability to perform abortion procedures, abortion attitudes and satisfaction with training. We reviewed focus group transcripts to understand differences related to satisfaction with abortion training. Results: Residents at routine programs reported higher proportions of self-rated ability to perform abortion procedures (all surveyed procedures p ≤ 0.05) and were more likely to fully participate in abortion services than residents at optional programs (42/45 vs. 12/17, p = 0.03). Residents at routine programs were more likely to be “very satisfied” with training (44/45 vs. 12/17, p < 0.001) based on three aspects of training: patient care management, self-rated ability to perform abortion procedures and rotation characteristics. Conclusion: Residents who received routine abortion training have higher rates of self-reported procedural competency and are more likely to be satisfied with training than residents who were offered optional training.展开更多
The research study is a new learning mode emerging in recent years, which can cultivate students＇ many aspects of ability. In the higher vocational colleges, obstetrics and gynecology department is a subject of stron...The research study is a new learning mode emerging in recent years, which can cultivate students＇ many aspects of ability. In the higher vocational colleges, obstetrics and gynecology department is a subject of strong theory and practice, which has a higher requirement for students＇ autonomous learning and ability to independently solve and analyze the problems. And it applies to the higher vocational obstetrics and gynecology subject teaching, which conforms to the refornl and development of clinical teaching in obstetrics and gynecology, and it is good for cultivating the medical talents suitable for social need with high quality and strong practice ability.展开更多
目的分析以案例为基础的教学法(Case Based Learning,CBL)联合纠错教学应用于妇产科规范化培训中的价值。方法选取2022年1月—2023年12月在潍坊医学院附属医院妇产科轮转的40名规范化培训医师为研究对象,采用随机数表法将其分为两组,每...目的分析以案例为基础的教学法(Case Based Learning,CBL)联合纠错教学应用于妇产科规范化培训中的价值。方法选取2022年1月—2023年12月在潍坊医学院附属医院妇产科轮转的40名规范化培训医师为研究对象,采用随机数表法将其分为两组,每组20名。对照组实施传统规范化培训,观察组实施CBL联合纠错教学规范化培训,对比两组医师专业理论知识考试成绩、临床技能操作考核成绩及满意度。结果观察组专业理论知识考试成绩高于对照组,差异有统计学意义(P<0.05);观察组病例问询、查体、病例分析、治疗计划分数及总分均高于对照组,差异有统计学意义(P均<0.05);观察组教学模式、学习兴趣、自学能力、表达沟通能力、团队协作能力评分均高于对照组,差异有统计学意义(P均<0.05)。结论在妇产科规范化培训中,采用CBL联合纠错教学方法具有显著的价值,能够提高住培医师的专业理论知识水平,增强他们在实践中的能力,并促进他们的自主学习和团队合作能力。展开更多
目的探究BOPPPS结合慕课(Massive Open Online Courses,MOOC)教学法在妇产科本科生临床教学中的应用。方法选取2022年1月—2023年6月在新疆医科大学第二附属医院妇产科实习的50名本科生,按随机数字表法分为研究组和对照组,每组25名。研...目的探究BOPPPS结合慕课(Massive Open Online Courses,MOOC)教学法在妇产科本科生临床教学中的应用。方法选取2022年1月—2023年6月在新疆医科大学第二附属医院妇产科实习的50名本科生,按随机数字表法分为研究组和对照组,每组25名。研究组采用BOPPPS结合MOOC教学,对照组采取常规教学。比较两组理论考核成绩、临床技能和教学方式认可程度评分。结果研究组理论考试成绩和临床技能考核成绩为(92.38±2.33)分、(90.11±3.12)分,高于对照组的(85.20±4.13)分、(86.85±6.45)分,差异有统计学意义(t=7.571、2.275,P均<0.05)。研究组教学方式认可程度评分均高于对照组,差异有统计学意义(P均<0.05)。结论BOPPPS结合MOOC教学法优于传统教学方式,可有效调动学习主动性,提高学生成绩。展开更多
文摘Background: We set out to compare resident perspective regarding self-rated ability to perform abortion procedures, abortion attitudes and satisfaction with training at programs with routine and optional abortion training. Methods: We distributed surveys and conducted 1-h focus groups for 62 residents at six New York City OB/GYN programs;three offer routine abortion training. We compared resident survey responses at programs with routine versus optional training regarding self-rated ability to perform abortion procedures, abortion attitudes and satisfaction with training. We reviewed focus group transcripts to understand differences related to satisfaction with abortion training. Results: Residents at routine programs reported higher proportions of self-rated ability to perform abortion procedures (all surveyed procedures p ≤ 0.05) and were more likely to fully participate in abortion services than residents at optional programs (42/45 vs. 12/17, p = 0.03). Residents at routine programs were more likely to be “very satisfied” with training (44/45 vs. 12/17, p < 0.001) based on three aspects of training: patient care management, self-rated ability to perform abortion procedures and rotation characteristics. Conclusion: Residents who received routine abortion training have higher rates of self-reported procedural competency and are more likely to be satisfied with training than residents who were offered optional training.
文摘The research study is a new learning mode emerging in recent years, which can cultivate students＇ many aspects of ability. In the higher vocational colleges, obstetrics and gynecology department is a subject of strong theory and practice, which has a higher requirement for students＇ autonomous learning and ability to independently solve and analyze the problems. And it applies to the higher vocational obstetrics and gynecology subject teaching, which conforms to the refornl and development of clinical teaching in obstetrics and gynecology, and it is good for cultivating the medical talents suitable for social need with high quality and strong practice ability.
文摘目的分析以案例为基础的教学法(Case Based Learning,CBL)联合纠错教学应用于妇产科规范化培训中的价值。方法选取2022年1月—2023年12月在潍坊医学院附属医院妇产科轮转的40名规范化培训医师为研究对象,采用随机数表法将其分为两组,每组20名。对照组实施传统规范化培训,观察组实施CBL联合纠错教学规范化培训,对比两组医师专业理论知识考试成绩、临床技能操作考核成绩及满意度。结果观察组专业理论知识考试成绩高于对照组,差异有统计学意义(P<0.05);观察组病例问询、查体、病例分析、治疗计划分数及总分均高于对照组,差异有统计学意义(P均<0.05);观察组教学模式、学习兴趣、自学能力、表达沟通能力、团队协作能力评分均高于对照组,差异有统计学意义(P均<0.05)。结论在妇产科规范化培训中,采用CBL联合纠错教学方法具有显著的价值,能够提高住培医师的专业理论知识水平,增强他们在实践中的能力,并促进他们的自主学习和团队合作能力。
文摘目的探究BOPPPS结合慕课(Massive Open Online Courses,MOOC)教学法在妇产科本科生临床教学中的应用。方法选取2022年1月—2023年6月在新疆医科大学第二附属医院妇产科实习的50名本科生,按随机数字表法分为研究组和对照组,每组25名。研究组采用BOPPPS结合MOOC教学,对照组采取常规教学。比较两组理论考核成绩、临床技能和教学方式认可程度评分。结果研究组理论考试成绩和临床技能考核成绩为(92.38±2.33)分、(90.11±3.12)分,高于对照组的(85.20±4.13)分、(86.85±6.45)分,差异有统计学意义(t=7.571、2.275,P均<0.05)。研究组教学方式认可程度评分均高于对照组,差异有统计学意义(P均<0.05)。结论BOPPPS结合MOOC教学法优于传统教学方式,可有效调动学习主动性,提高学生成绩。
