" Inquiry-small class” teaching mode is a novel teaching method aimed at cultivating the clinical capability and professionalism and promoting comprehensive development of medical students. Small-class teaching mode prioritize students and promotes deep interaction between teaching and learning. Therefore, integrating small class teaching into large class teaching is essential. This paper attempts to explore the applications and prospects of " Inquiry-small class” teaching mode in clinical medicine education through summarizing teaching concept and design, learning resources, exam reform, teacher-student interaction and other aspects of the course " endocrine and metabolic disease (bilingual)”, offered by West China School of Medicine in Sichuan University, so as to provide more reference for the future " Inquiry-small class” teaching reform.
Objective To explore the application and effects of Seminar case teaching method in teaching surgical nursing. Methods Nursing students of the Yiyang Junior Medical College were divided into two groups (140 students/group). Seminar case teaching was applied in the trial group, while traditional teaching method (classroom teaching or instruction) was applied in the control group. The two groups used the same materials, and were taught by the same teacher team during the same course. After the courses, surgical knowledge and skills were evaluated using theory exams and operation tests (tools included communication ability scale as well as the California Critical Thinking Dispositions Inventory Scale for students’ ability and quality levels, and an anonymous questionnaire for teaching satisfaction) were analyzed between the two groups. Results The scores of the trial group were higher than those of the control group in theory exams and operation tests, with a significant difference (Plt;0.01). The before-after score differences of communication skills and critical thinking ability of the trial group were also higher than those of the control group, with a significant difference (Plt;0.01). The result of the anonymous questionnaire showed that, the students in the trial group had better satisfaction about Seminar case teaching method. Conclusion Seminar case teaching method applied in surgical nursing teaching is feasible and effective, which is better than traditional teaching method in improving knowledge, ability, and quality of nursing students.
Objective To evaluate the changes in oral health knowledge, behavior and attitude of undergraduate students majoring in preventive medicine before and after the course “Oral Preventive Medicine”, and to provide empirical evidence for the teaching reform of preventive medicine undergraduate programs, thereby enhancing teaching effectiveness and the significance of the course. Methods A questionnaire survey was conducted among the undergraduate students majoring in preventive medicine at the West China School of Public Health, Sichuan University in 2024, before and after the compulsory course “Oral Preventive Medicine”. Results A total of 124 undergraduate students majoring in preventive medicine were surveyed. After the course, undergraduate students majoring in preventive medicine had changed their oral related knowledge, behaviors, and attitudes. The correctness of the answers and the usage rate of Bass brushing technique were both increased; The self-evaluation of oral health status (χ2=5.017, P=0.025) and brushing effect (χ2=22.200, P<0.001) were both improved; The perceived benefits of brushing (t=2.515, P=0.013) and behavioral intention to brush teeth (t=5.381, P<0.001) were both improved, while the perceived barriers to brushing was reduced (t=?3.999, P<0.001). Conclusions The course “Oral Preventive Medicine” effectively enhanced the oral health literacy of undergraduate students majoring in preventive medicine, confirming its practical value in undergraduate teaching reform. It provides an important reference for optimizing the curriculum system of preventive medicine, has positive significance for cultivating public health talents with comprehensive health literacy.
Objectives To establish a course evaluation model for overseas medical students in West China Medical School of Sichuan University, to identify problems in teaching and to solve problems based on evidence so as to futher improve the quality of teaching. Methods We conducted a preliminary course evaluation to determine the limitations of our evaluation methods and to convey our intention to related stakeholders. Firstly, we identified problems in teaching according to the feedback from our students using a questionnaire. Secondly, we proposed an initial list of possible solutions to these problems based on evidence from literature searching and discussion within the Department of Teaching Affairs. We submitted the initial list to the administrative departments, teaching departments (teachers) and students to identify applicable solutions through two rounds of formal consensus. Their attitudes to this procedure of evaluation and decision-making were collected. Finally, incentives were given out by administrative departments and teaching departments to facilitate the implementation of applicable solutions. Results Teachers’ English ability and the didactic teaching methods were the most concerned problems. In addition, some semesters and courses were not well arranged and there was not enough practice time. An initial list of 14 items was submitted to teaching departments and students. They all agreed with the procedure of evaluation and decision-making. We also found that some aspects of the evaluation methods and styles need to be improved. An additional paper would report further results. Conclusion This preliminary evaluation was helpful for improving teaching and formal evaluation in the future. We need to strengthen the English language skills of younger faculty and gradually adopt a model of student-centered and enquiry-based teaching. This process of evaluation and improvement should be applied as a long-term policy and an evidence-based research group should be established to work together with our quality assurance unit.
Objective To explore the application value of self-made visual teaching aids in gynecological and obstetrical nursing education. Methods A total of 240 nursing students in grade 2009 from Fujian Medical University and Fujian Health College were selected by cluster sampling and divided by simple randomization into 2 groups (the trial group and the control group). Besides the multimedia combined with traditional teaching adopted in both groups, the visual teaching aids for fetal intrauterine condition was also adopted in the trial group rather than the control group. Questionnaire survey and focus group interview were adopted to appraise the satisfactory degree of all nursing students and the teaching effects evaluation of students in the trial group. Results There were no significant differences between the two groups in education background, and intelligibility evaluation of theoretical study on both the fetal intrauterine condition and the complications in pregnancy and delivery periods (Pgt;0.05), while the difference was statistically significant in the satisfactory degree between different teaching methods (Plt;0.05). 85.0% of nursing students in the trial group thought that visual model could help them to better understand the complications in pregnancy and delivery periods, and the intrauterine condition, 99.17% of students thought that the teaching effect of visual model was better than traditional teaching, and 95.83% of students considered that visual model was favorable for course study. Conclusion The application of self-made visual teaching aids for fetal intrauterine condition makes gynecological and obstetrical nursing education more visual, facilitates students to better understand fetal intrauterine situation and part of the mechanism of pregnancy complications, arouses students’ learning interests, and lays a theory and practice foundation for follow-up internship, so as to enhance the quality of nursing teaching.
Objective To explore the application effect of the four-dimensional teaching library model in the training of neuroinfection subspecialty continuing physicians, and compare it with traditional rotational training. Methods Continuing physicians who received training in the Department of Neurology of Xuanwu Hospital, Capital Medical University between March 2021 and February 2023 were selected. The continuing physicians who received traditional rotational training between March 2021 and February 2022 would serve as the control group, and the continuing physicians who received four-dimensional teaching library model training between March 2022 and February 2023 would serve as the experimental group. The Mini-CEX scale was used to evaluate the clinical comprehensive abilities of two groups of continuing physicians. At the same time, self-made questionnaires were used to evaluate the evaluation of two groups of continuing physicians on different teaching modes. Results A total of 55 continuing physicians were included. Among them, there were 27 people in the control group and 28 people in the experimental group. There was no statistically significant difference in the comparison of general information between the two groups (P＞0.05). At the time of graduation, all items on the Mini-CEX scale in the experimental group were higher than those in the control group (P<0.05). The survey questionnaire results showed that the experimental group scored higher than the control group in terms of improving learning interest, improving self-learning ability, improving clinical thinking, improving analysis and problem-solving ability, improving doctor-patient communication ability, and increasing teamwork (P<0.05). Conclusion The application effect of the four-dimensional teaching library model in the training of neuroinfection subspecialty continuing physicians is better than that of traditional rotational training, which can significantly improve the clinical comprehensive ability of continuing physicians and is worth promoting.
Lumbar puncture for children is a difficult technique and is an important aspect of clinical teaching for residents and interns in the neurological department of pediatrics. In this article, we summarized techniques and experiences of clinical teaching in pediatric lumbar puncture, and discussed difficulty, variability and remedial strategy for lumbar puncture in children. Narrow intervertebral space, poor compliance and resistance of children are the main difficulty for pediatric lumbar puncture. The causes of failure for medical students include different sensations of breakthrough when using different needles, choice of un-preferable intervertebral space, excessive vertical angle for needling performance, deviation from the longitudinal midline of the body, incorrect anesthesia, and exceeding resistance of children patients. Corresponding remedial strategy for failure of puncture includes informing students of the technique and variability of puncture, training experienced staff for second- and third-line substitutes, and reinforcing nursing after surgery. This summary of techniques for pediatric lumbar puncture and experiences of clinical teaching will benefit pediatricians and their clinical training.
Global Minimum Essential Requirements (GMER) is focused on training medical students to equip them with the scientific foundation of medicine, clinical techniques, a doctor’s professional ethos, social sciences, health economics, medical information management and communication skills, etc. Based on GMER and its evaluation and through the integration of GMER’s seven requirements into the objectives of the clinical-medicine major, Shanxi Medical University is reforming medical education to carry forward high quality education in a comprehensive way. These reforms include adjustments in the content, methods and means of the teaching in order to improve teaching conditions and optimize the curriculum structure, and to enhance the quality of education. At the same time the management system is being reformed and sustainability-featured mechanisms of management and operation are being created, to make simulated hospital a base wherein GMER is fully followed. Simulated hospital for clinical teaching is built to cultivate the students’ abilities in clinical thinking and clinical education. This takes into full consideration training in professional quality, the cultivation of students’ comprehensive ability and GMER’s aim of reaching the final objective, namely, the following four transformations of the students: from essential knowledge to clinical practice, from single technique to all-round ability, from patterning thought to integrated and innovative thought and from a student of clinical medicine to a professional doctor. The objective is to fulfill the task of teaching clinical medicine in a more favorable way, promoting the reform and development of China’s medical education and keeping pace with changes in medical education elsewhere in the world.
Objective To evaluate the teaching effect of case-based learning (CBL) combined with team-based learning (TBL) pedagogy in laboratory diagnostics education. Methods The data of the undergraduate clinical-medical students who completed the laboratory diagnostics course between September 2021 and July 2023 at West China School of Medicine of Sichuan University were retrospectively collected. Among them, the undergraduates of grade 2020 adopted the CBL+TBL combined pedagogy, while the undergraduates of grade 2019 assumed the traditional lecture-based learning (LBL) teaching method. Based on the cluster sampling method with the whole grade as the sampling unit, comparative effectiveness was assessed via examination scores and questionnaire feedback. Results A total of 303 students received the CBL+TBL teaching method (CBL+TBL group), while 289 students received the LBL teaching method (LBL group). Compared with the LBL group, the CBL+TBL group had higher scores on the clinical case discussion (90.28±4.05 vs. 88.39±5.19, P<0.001) while lower scores on the theoretical quiz (83.89±12.55 vs. 88.77±10.46, P<0.001). The overall performance of the CBL+TBL group was worse than the LBL group (61.28±3.83 vs. 61.98±3.98, P=0.028). A total of 161 valid copies of questionnaire were collected from the CBL+TBL group. Among them, more than 70% of the students believed that CBL+TBL pedagogy could improve learning motivation, independent learning ability, and team communication and assistance ability. Compared with the LBL teaching mode, 74.5% of the students preferred the CBL+TBL pedagogical approach. Conclusion The CBL+TBL pedagogy can help to improve autonomic learning, teamwork, and problem-solving ability, and a combination with LBL teaching may be utilized to enhance theoretical scores.
ObjectiveTo discuss the application of Miller pyramid teaching method in the competency training of new nurses in hemodialysis room and evaluate the effect.MethodsFourteen new nurses in hemodialysis room adopting conventional teaching method from January 2017 to December 2018 were retrospectively selected as the control group; from January to December 2019, another 14 new nurses in hemodialysis room were prospectively selected as the trial group and Miller pyramid teaching method was adopted. After three months of training, the theory and operation of the two groups of new nurses were assessed, and the post competency was assessed by using the Competency Inventory for Registered Nurse, and the teaching satisfaction was assessed by using the self-designed questionnaire on the teaching effect satisfaction of new nurses in hemodialysis room. The data of the two groups were compared.ResultsThe theoretical examination score (91.54±5.89 vs. 83.86±6.45), operational examination score (96.89±3.65 vs. 90.58±5.15), score of Competency Inventory for Registered Nurse (186.66±4.89 vs. 163.76±6.89), and teaching satisfaction (4.56±0.72 vs. 3.56±0.97) in the trial group were all higher than those in the control group, the differences were statistically significant (P<0.05).ConclusionMiller pyramid teaching method is feasible to train the post competency of new nurses in hemodialysis room, which is helpful to improve the theoretical basis, operational skills, post competency, and teaching satisfaction of new nurses in hemodialysis room.
