Application of workshop combined with diversified teaching mode in undergraduate general practice_West China Medical Journal

Authors：

CHEN Yi , LI Xiaoli ,  CAI Wenwei

Department of General Medicine, Shanghai Ninth People’s Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai 201900, P. R. China;

Corresponding?author：

CAI Wenwei, Email: di92421760@163.com

Keywords：

Undergraduate; general medicine; teaching; workshop; diversified

DOI：

10.7507/1002-0179.202310225

Video：

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Objective To explore the role of using a workshop combined with diversified teaching model in undergraduate general practice. Methods Undergraduate students who enrolled in the Class 2022 general medicine course of Shanghai Jiao Tong University School of Medicine were selected between February and June 2023. Two classes were selected from undergraduate students who enrolled in the Class 2022 general medicine course using a simple random sampling method. One class was selected as the control group (using the workshop teaching mode), while the other class was selected as the experimental group (using the workshop combined with diversified teaching mode). The evaluation of teaching effect, teaching satisfaction, career intention and final scores of the control group and the experimental group were compared. Results A total of 120 students were included, with 60 students in each group. There was no statistically significant difference in the gender, age, and previous general medicine course exam scores between the two groups (P>0.05). The evaluation of teaching effect by the experimental group was higher than that of the control group (P<0.05). The teaching satisfaction scores of the experimental group on teaching atmosphere (85.16±9.44 vs. 81.65±8.15), teaching mode (86.30±9.12 vs. 79.27±9.33), and teaching management (84.20±7.05 vs. 80.10±7.15) were higher than those of the control group (P<0.05). The experimental group had a higher career intention than the control group (45 vs. 32 people; χ²=6.125, P=0.013). The theoretical course scores (71.77±7.10 vs. 66.14±7.45), internship scores (10.32±3.34 vs. 8.58±2.56), and total scores (82.09±9.36 vs. 74.58±8.45) of the experimental group were higher than those of the control group (P<0.05). Conclusion The application of workshop combined with diversified teaching mode in undergraduate general medicine course teaching can improve students’ evaluation of teaching effect, teaching satisfaction and final scores, as well as change students’ career intention.

Citation： CHEN Yi, LI Xiaoli, CAI Wenwei. Application of workshop combined with diversified teaching mode in undergraduate general practice. West China Medical Journal, 2024, 39(6): 949-954. doi: 10.7507/1002-0179.202310225 Copy

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2.	Hoang J, Mattick K, Baumfield V. Typologies of education and training pathways for general practitioners: a scoping review. Educ Prim Care. 2021, 32(2): 78-84.
3.	柯紅紅. 英國全科醫學培訓核心能力和問診模式對診斷學問診教學的啟發. 廣西醫學, 2022, 44(1): 121-124.
4.	尤叢蕾, 姚彌, 齊建光. 全科醫學師資對全科醫學繼續教育現狀看法的定性研究. 中國全科醫學, 2021, 24(34): 4364-4371.
5.	郭均棟. 職業教育"雙師"創客工作坊教學模式探究. 教育與職業, 2021, 104(13): 97-101.
6.	樸光春, 金莉莉, 元海丹. 多元化教學模式在《臨床藥理學》藥學碩士專業研究生教學中的應用. 時珍國醫國藥, 2022, 33(6): 1446-1447.
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9.	高金霞, 李秀元, 孫立新, 等. 健康中國視域下全科醫學專業以提升執業能力為導向的預防醫學教育探索. 現代預防醫學, 2022, 49(5): 951-955.
10.	李芳健, 紀澤泉, 葉慧玲, 等. 近 30 年廣東省全科醫學教育發展歷程與發展現況研究. 中國全科醫學, 2023, 26(31): 3915-3921.
11.	安康, 張林, 毛婷睿, 等. 卓越全科醫學專科醫師規范化培訓方案的探索與實踐. 四川大學學報(醫學版), 2022, 53(3): 431-436.
12.	苗艷飛, 張秀梅, 劉彥梅, 等. 教學查房工作坊在臨床教師帶教能力培養中的應用研究. 中華醫學教育探索雜志, 2022, 21(5): 530-533.
13.	牛林艷, 張弘強, 馬騰, 等. 任務驅動式小組工作坊學習在蒙醫護理專業本科生《護理教育學》課程中的效果評價. 中國實用護理雜志, 2022, 38(9): 675-680.
14.	朱本偉, 熊強, 姚忠, 等. 研究生課程"酶工程"多元化教學改革的探索與思考. 微生物學通報, 2021, 48(1): 318-324.
15.	牛穎梅, 夏玉靜. 中毒醫學多元化教學模式探討. 中國病案, 2022, 23(8): 59-61.
16.	李金芝, 白潔, 劉敏, 等. 基于臨床案例的多元化教學模式在婦產科護理學教學中的應用. 蚌埠醫學院學報, 2021, 46(12): 1796-1799.
17.	孫毓, 郭冬玲. 教學工作坊在醫學生技能操作培訓中的效果評價. 內蒙古醫科大學學報, 2021, 43(S2): 18-20.
18.	龐雪蕊, 趙玲琍, 劉峰, 等. 《全科醫學概論》線上線下混合式教學模式構建研究. 中華全科醫學, 2023, 21(3): 498-501.

1. Adio BD, Ahmad S, Motizada BK, et al. Enhancing the perspective of general practice in medical education. Clin Teach, 2021, 18(3): 217-218.
2. Hoang J, Mattick K, Baumfield V. Typologies of education and training pathways for general practitioners: a scoping review. Educ Prim Care. 2021, 32(2): 78-84.
3. 柯紅紅. 英國全科醫學培訓核心能力和問診模式對診斷學問診教學的啟發. 廣西醫學, 2022, 44(1): 121-124.
4. 尤叢蕾, 姚彌, 齊建光. 全科醫學師資對全科醫學繼續教育現狀看法的定性研究. 中國全科醫學, 2021, 24(34): 4364-4371.
5. 郭均棟. 職業教育"雙師"創客工作坊教學模式探究. 教育與職業, 2021, 104(13): 97-101.
6. 樸光春, 金莉莉, 元海丹. 多元化教學模式在《臨床藥理學》藥學碩士專業研究生教學中的應用. 時珍國醫國藥, 2022, 33(6): 1446-1447.
7. Grierson L, Vanstone M. The rich potential for education research in family medicine and general practice. Adv Health Sci Educ Theory Pract, 2021, 26(2): 753-763.
8. Valentini J, Klocke C, Güthlin C, et al. Integration of complementary and integrative medicine competencies in general practice postgraduate education-development of a novel competency catalogue in Germany. BMC Complement Med Ther, 2021, 21(1): 250.
9. 高金霞, 李秀元, 孫立新, 等. 健康中國視域下全科醫學專業以提升執業能力為導向的預防醫學教育探索. 現代預防醫學, 2022, 49(5): 951-955.
10. 李芳健, 紀澤泉, 葉慧玲, 等. 近 30 年廣東省全科醫學教育發展歷程與發展現況研究. 中國全科醫學, 2023, 26(31): 3915-3921.
11. 安康, 張林, 毛婷睿, 等. 卓越全科醫學專科醫師規范化培訓方案的探索與實踐. 四川大學學報(醫學版), 2022, 53(3): 431-436.
12. 苗艷飛, 張秀梅, 劉彥梅, 等. 教學查房工作坊在臨床教師帶教能力培養中的應用研究. 中華醫學教育探索雜志, 2022, 21(5): 530-533.
13. 牛林艷, 張弘強, 馬騰, 等. 任務驅動式小組工作坊學習在蒙醫護理專業本科生《護理教育學》課程中的效果評價. 中國實用護理雜志, 2022, 38(9): 675-680.
14. 朱本偉, 熊強, 姚忠, 等. 研究生課程"酶工程"多元化教學改革的探索與思考. 微生物學通報, 2021, 48(1): 318-324.
15. 牛穎梅, 夏玉靜. 中毒醫學多元化教學模式探討. 中國病案, 2022, 23(8): 59-61.
16. 李金芝, 白潔, 劉敏, 等. 基于臨床案例的多元化教學模式在婦產科護理學教學中的應用. 蚌埠醫學院學報, 2021, 46(12): 1796-1799.
17. 孫毓, 郭冬玲. 教學工作坊在醫學生技能操作培訓中的效果評價. 內蒙古醫科大學學報, 2021, 43(S2): 18-20.
18. 龐雪蕊, 趙玲琍, 劉峰, 等. 《全科醫學概論》線上線下混合式教學模式構建研究. 中華全科醫學, 2023, 21(3): 498-501.

West China Medical Journal

Application of workshop combined with diversified teaching mode in undergraduate general practice

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