In the context of collaboration between healthcare and education systems, in order to promote competency-oriented medical education reform and improve the clinical capabilities of medical students at all levels, it is urgent to enhance the organizational guarantee to establish a stable teaching team in university-affiliated hospitals. As the National Clinical Teaching and Training Demonstration Center, West China School of Medicine / West China Hospital of Sichuan University has taken the lead to explore the building of a full-time teaching team for clinical practice teaching, innovating and implementing the system of “Full-time Practice Teaching Post”. This innovative measure ensures the whole-process management, teaching, and assessment of medical students, strengthens teacher training and top-level design of teaching and research, improves the incentive mechanism for teachers, applies multiple teaching resources and novel teaching methods, and finally improves the quality and culture of clinical practice teaching.
The application of virtual simulation technology in the field of teaching has gradually received widespread attention both domestically and internationally. The National Virtual Simulation Experimental Teaching Project Shared Service Platform (iLAB-X) has emerged, providing a good platform and support for the teaching reform of experimental courses in universities. There are many difficulties in traditional experimental teaching of neurobiology. This article combines the teaching content of neurobiology experimental courses, fully explores and utilizes the virtual simulation resources of iLAB-X, and introduces the experimental teaching case design of the virtual real combination mode. It can enable students to have an immersive experience of arcane neurobiological experiments, help to understand and absorb theoretical knowledge, stimulate students’ interest and curiosity, and improve the teaching effectiveness of neurobiology experimental courses.
Objective To investigate the effectiveness of teaching morning handover in clinical teaching of traditional Chinese medicine (TCM) in general hospitals. Methods A retrospective study was conducted at the Institute of Integrated Traditional Chinese and Western Medicine, West China Hospital of Sichuan University from April 2023 to March 2024, involving a total of 220 participants including interns, postgraduates/standardized training students, and residents/refresher students. The control group consisted of trainees who studied from April to September 2023, while the observation group included those who studied from October 2023 to March 2024. Teaching morning handover was added to the clinical morning report for the observation group, while the control group only conducted the conventional clinical morning report. Due to the differences in basic knowledge and clinical positioning, trainees except interns were classified as clinical residents. A questionnaire survey including satisfaction of teaching content, teaching methods, teaching ability and teaching management and graduation assessment including total score, theoretical assessment score, clinical process score and participation in teaching activities were compared between the two groups. Results Compared with those of the interns (n=57) and clinical residents (n=49) in the control group respectively, there was no statistically significant difference in satisfaction of teaching content, teaching methods or teaching ability of the interns (n=78) and clinical residents (n=36) in the observation group (P>0.05); however, teaching management satisfaction was significantly improved (interns P=0.002, clinical residents P=0.022). Both the interns and clinical residents in the observation group had a significantly higher total score as well as theoretical assessment score and increased participation in teaching activities (P values for interns were <0.001, 0.001, and <0.001, respectively, and for clinical residents were <0.001, 0.013, and <0.001, respectively). However, there was no significant difference observed between groups regarding clinical process score (P>0.05). Conclusion Teaching morning handover is helpful in improving the quality of TCM teaching in general hospitals and is an effective model for clinical teaching of TCM.
Objective To investigate the application progress of mixed reality (MR) technology in hepatobiliary and pancreatic fields. Method The relevant literatures on the application of MR technology of the hepatobiliary and pancreatic field in recent years at home and abroad were reviewed. Results MR technology had been widely used in the hepatobiliary and pancreatic field, including preoperative diagnosis and evaluation, surgical plan formulation, doctor-patient communication, intraoperative navigation precision surgery, teaching practice and many other aspects, which had the advantages of shortening the operation time, reducing the difficulty of surgery and improving the success rate of surgery. To some extent, it had promoted the innovation of clinical diagnosis and treatment in the field of liver, gallbladder and pancreas. Conclusions The application and development of MR related techniques are of great significance to the operation and teaching in the hepatobiliary and pancreatic field. With the development and progress of MR technology and modern medicine, MR technology will give full play to its advantages in intelligent real-time navigation hepatobiliary and pancreatic surgery system and promote the further development of hepatobiliary and pancreatic surgery.
Objective
To explore the application effect of " dual-channel teaching” of the rain classroom platform in airway obstruction teaching.
Methods
A total of 228 nursing undergraduate students in Grade 2015 were selected as the research subjects by the method of cluster random sampling. Class B (n=115) was randomly selected as the control group and Class A (n=113) was selected as the experimental group. Class B adopted the traditional practical teaching mode, and Class A was integrated with the rain classroom platform on this basis. After the end of the course, the learning situation of the experimental group students were understood through the rain classroom background data, the teaching effects of the two groups were evaluated by the students’ theoretical scores and applied case test scores, and the experimental group student’s evaluation of the rain class was understood by questionnaire survey.
Results
There were 105 nursing students (92.92%) completing pre-school preparation tasks, 103 (91.15%) participating in the class answering, and 113 (100.00%) completing the after-school exercises. The theoretical scores and applied case assessment scores of the experimental group students were 79.44±6.25 and 83.24±3.64, respectively, and those of the control group students were 68.50±7.96 and 70.59±5.51, respectively, the differences between the two groups were statistically significant (P<0.05). In the experimental group, 92 nursing students (81.42%) liked the rain classroom platform teaching.
Conclusion
The rain classroom platform teaching can bring about the ecological transformation of the open speech in classroom, and comprehensively improve the overall quality and comprehensive ability of students, which is worthy of promotion and application in teaching.
ObjectiveTo explore the application effect of information-based circuit teaching mode for training refresher nurses in continuous renal replacement therapy (CRRT).MethodsCRRT refresher nurses studied in West China Hospital of Sichuan University from January 2016 to December 2019 were selected. The CRRT refresher nurses who were selected as the control group (studied from January 2016 to December 2017) accepted the conventional teaching method. The CRRT refresher nurses who were selected as the test group (studied from January 2018 to December 2019) accept the information-based combined with circuit teaching mode for teaching and training. After 6 months of training, the theoretical performance, operation performance, teaching satisfaction and the incidence of adverse events were compared between the two groups.ResultsA total of 112 CRRT refresher nurses were enrolled. Among them, there were 52 nurses in the control group and 60 in the test group. The scores of theory achievement (t=?2.421, P=0.017), operation achievement (t=?2.305, P=0.023) and teaching satisfaction [including teaching effect (t=?4.067, P<0.001), operation skill (t=?5.013, P<0.001), teaching mode (t=?5.589, P<0.001) and teaching content (t=?2.586, P<0.001)] of refresher nurses in the test group were higher than those in the control group. There was no significant difference between the control group (4 cases) and the test group (1 case) in the occurrence of adverse nursing events (adjusted χ2=1.169, P=0.280).ConclusionThe information-based circuit teaching mode has achieved good results in the teaching of CRRT refresher nurses, which is conducive to improving the post competency of CRRT refresher nurses.
" 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.
摘要:目的:探討臨床教學的全程制度化管理及其效果。方法:通過健全組織,完善制度,加強教學、臨床及實習生管理、建立激勵機制等措施,進行全程制度化的規范管理。結果:教學質量顯著提高,不良事件鮮見,無惡性事件發生。近來醫院已有6篇教學論文公開發表,4個先進集體和8名先進個人受到醫院表彰,5名優秀帶教教師和8名實習生受到各學院獎勵。結論:臨床教學全程制度化管理是提高教學質量的切實有效途徑。Abstract: Objective: To investigate system management during the entire clinical teaching process and its effect. Methods: To robust organization, perfect rules, strengthen management of clinical teaching and intern student, and establish encouragement mechanism,and other measures, so as to conduct standard system management during the entire process. Results: Quality of teaching improved notably, bad event was scarce, no malignant event occurred. There were six teaching articles issued publicly, four advanced collectives and eight advanced individuals had been praised by hospital, and five excellent teachers,eight intern students had been rewarded by each college. Conclusion: System management during the entire clinical teaching process is an effective way to improve teaching quality.
Objective To explore a new teaching mode relying on the new media platform, aiming to stimulate residency standardized trainees’ interest in learning theories related to gynecology outpatient surgery, improve practical operation skills, and achieve better teaching effects. Methods The residency standardized trainees who rotate in the gynecology outpatient of West China Second University Hospital, Sichuan University between July 2021 and June 2022 were selected. According to the random number table method, the trainees were divided into the control group (using the traditional teaching mode) and the intervention group (using the teaching mode of combining the flipped classroom and simulated teaching relying on the new media platform). The assessment results, teacher evaluation, trainees self-evaluation and teaching satisfaction of the two groups were compared and analyzed. Results A total of 118 trainees were enrolled, 59 in each group. There was no significant difference in gender, age, years of training and education level between the two groups (P>0.05). The total scores of evaluation scores (87.59±4.54 vs. 85.17±3.70), teachers’ evaluation (87.05±3.79 vs. 85.14±3.75), and trainees’ self-evaluation (87.81±4.41 vs. 85.54±3.96) of trainees in the intervention group were better than those in the control group, and the differences were statistically significant (P<0.05). The clinical thinking ability [teachers’ evaluation (24.49±1.62 vs. 23.22±2.05), trainees’ self-evaluation (25.25±1.99 vs. 23.97±2.27) and operation skills [teachers’ evaluation (37.05±1.58 vs. 36.10±1.99), trainees’ self-evaluation (36.75±2.73 vs. 35.66±2.56)] of trainees in the intervention group were better than those in the control group, and the differences were statistically significant (P<0.05). The satisfaction rate of the trainees in the intervention group was 98.3%, and that of the trainees in the control group was 93.2%. The teaching satisfaction of the intervention group was better than that of the control group (P<0.05). Conclusion The teaching mode of combining flipped classroom and simulated teaching relying on the new media platform has effectively stimulated residency standardized trainees’ learning interest in gynecological outpatient surgery, improved trainees’ clinical practice ability, improved teaching satisfaction, achieved good teaching results, and can be promoted as a new teaching mode.
Optometry involves knowledge from multiple fields such as biology, physics, chemistry, psychophysics, and medicine. Traditional undergraduate education in optometry mainly focuses on knowledge transmission and lacks interaction, resulting in low student interest and unsatisfactory teaching outcomes. In order to improve this situation, the teaching team of Department of Optometry and Visual Science, West China School of Medicine, Sichuan University proposed a method of integrating real visual experiences into teaching. By combining multimedia tools and existing methods, real visual phenomena and personal visual experiences are integrated into the curriculum. This new teaching method stimulates students’ interest in learning, increases classroom interaction, promotes knowledge understanding and application through vivid visual phenomena and students’ own visual experiences. This article will introduce the above teaching method.
