Objective To explore the short term and long term effectiveness of the problem-based learning (PBL) in clinical skill training. Methods A total of 162 clinical medicine undergraduates in Grade 2003 (7-years study) and 2004 (5-year study) who were supposed to intern in the internal medicine departments were randomly divided into the PBL group (n=75) and the control group with traditional training (n=87) for having their clinical skills training. Then t test was applied to compare the two groups about the scores of intern rotation examination and graduate OSCE as well. Results About the baseline: the students in the two groups got similar scores in their internal medicine exam before clinical intern rotation (84.04±7.40 vs. 82.63±8.77, P=0.287). About the short term effectiveness: compared to the control group, the students in the PBL group got higher subjective evaluation from their supervised clinicians (P=0.006). In writing examination, the students of those two group got similar scores in knowledge part (54.17±9.26 vs. 51.67±9.56, P=0.92), while the PBL group won in case reasoning question (20.39±5.27 vs. 16.51±4.90, Plt;0.001). About the long term effectiveness: in the graduate OSCE, the two groups got similar scores in skills operation such as punctures and lab results analyses (P=0.567 and P=0.741), while the students in the PBL group had better performance at the case reasoning and standard patients treating (75.59±9.85 vs. 71.11±12.01, P=0.027). Conclusion With the great short term and long term effectiveness, the PBL applied in the clinical skill training improves the students’ ability of both synthesized analyses and the integrated clinical skills such as clinical thinking and interpersonal communication, but doesn’t aim at the basic knowledge and operation skills.
ObjectiveTo explore the teaching effects of scene simulation of medical disputes in clinical skills training.
MethodsBetween September 2012 and June 2013, 93 clinical medicine undergraduates in Grade 2010 (8-year study) were randomly divided into the scene simulation teaching of medical disputes group (n=47) and the control group with traditional training (n=46) for clinical skills training. Teaching effects were assessed by clinical skills operation tests.
ResultsThrough scene simulation teaching of medical disputes, the trainees' clinical disposal ability, operating skills, communication skills, cultural knowledge, and legal knowledge dimension scores were all significantly better than previous tests (P<0.05).
ConclusionScene simulation of medical disputes has an obvious advantage in clinical skills training.
Evidence-based psychotherapy is an idea and performance reform in the clinical practice of psychology
which is influenced by evidence-based medicine. It proposes to integrate the best available evidence provided by
researchers, the clinical expertise of practitioners, and the patient’s characteristics, cultures and preferences, so as to
achieve the best treatment. The development of evidence-based psychotherapy can be divided into two stages: empirically
supported treatments and evidence-based practice. This paper reviews existing problems as well as developing tendencies.
【摘要】 目的 分析護理基本技能考核評分誤差產生的原因。 方法 使用單因素方差分析法對我校高中起點三年制護理專業2006級440名學生及2007年某校護理專業高中起點三年制護理專業2006級281名學生的護理基本技能考核成績進行分析，并從2006級440名學生中隨機抽取129名學生利用自制問卷進行調查。 結果 考核項目和監考教師不同是造成學生護理基本技能考核成績評分存在誤差的主要原因。 結論 監考教師應統一并細化考核標準及制定護理基本技能考核項目難度系數。【Abstract】 Objective To analyze the reasons of grading error in nursing basic technique examination. Methods The results of nursing basic technique examination of 440 three-year-college students in grade 2006 majored in nursing in Cangzhou Medical College and 281 three-year-college students in grade 2007 majored in nursing in Hebei Provincial Medical College were retrospectively analyzed by one-factor analysis of variance, and 129 students who were selected randomly from the students in grade 2006 were investigated via a self-made questionnaire. Results The reasons of grading error were different assessment items and different invigilators. Conclusion Unifying the difficulty level and the standard of the assessment may decrease the grading errors in nursing basic technique examination.
ObjectiveTo explore the application of PDCA (plan, do, check, action) circulation method in basic life support (BLS) technique training among non-medical personnel in hospitals.
MethodsIn a third-level grade-A hospital, BLS technique training was carried out for 66 non-medical personnel of various working categories between July and September 2011. During the training process, PDCA circulation method was applied to each step. The existing problems were searched and causes of the problems were found. Improving strategies were made and carried out, and finally, the effect of training was statistically analyzed.
ResultsAfter the application of PDCA circulation method, the test scores in the three training stages were significantly different (P ＜ 0.05) .
ConclusionPDCA circulation method can help non-medical personnel to master the operation process and the technique points of BLS quickly, and it also can improve the quality of BLS technique training for non-medical personnel in hospitals.
