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 ideological and political education in standardized residency training plays an important role in cultivating medical talents with noble medical ethics and exquisite medical skills. Teaching evaluation is an important method to promote teaching improvement and optimization. However, there are still some problems and challenges in the evaluation of ideological and political education for standardized residency training. This article proposes the ideological and political education of standardized residency training can be comprehensively evaluated by the context-input-process-product evaluation model from four aspects: background, input, process, and result evaluation. The aim is to provide solid support and guidance for the ideological and political education route in standardized residency training.
Objective
To analyze the feasibility, possible problems and application of bilingual teaching rounds in vascular surgery teaching.
Methods
Ninety participants included internship, interns and residents of standardized training from 2015 to 2016 in vascular department of West China Hospital of Sichuan University were included. The questionnaire named the feasibility of bilingual rounds in surgery teaching was done and analyzed in all of these students. The results of the evaluation score from different teachers on their teaching process were also analyzed.
Results
Three groups could accept bilingual teaching rounds of this teaching form, and all of them were willing to be involved in, but their English levels and acceptance participate times were different. The CET4 levels of three groups did not have any difference; however, the CET6 levels had significant difference. There were significant differences in the preparation times and the review times (all P values <0.05), and there were no difference in acceptance, value and promote degree (all P values >0.1). In different teaching teachers' self assessment on the same objective, there was significant differences (all P values <0.05).
Conclusion
Bilingual rounds in surgery teaching have certain feasibility. Different adjustments are needed according to the English level and the grade, and higher request of the teacher is necessary.
Objective To find the best teaching method of summer EBM course to help students understand and apply EBM principles in research. Methods Training medical students to participate in an international team of clinical research for best evidence. We used a step-by-step method to teach how to write Cochrane systematic review and apply its method to other researches. Results Since our training program was launched three years ago, 38 medical students have taken part in the training. Five Cochrane systematic reviews and 19 protocols were published in The Cochrane L ibrary. Three medical students were the principal investigators and played an important role in another 2 studies. Seven articles were published in Chinese medical key journals, and 1 was indexed by SCI. Eleven students were funded to participate in the international academic conferences.Conclusions Medical students will benefit from taking part in the EBM research. This activity will help them not only understand method of clinical research and EBM , improve the quality of research and their cooperative skills but also master related clinical knowledge.
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 provide a reference for the best evidence-based medicine (EBM) education modelby retrospective analysis and summary the EBM education model of the EBM center of Lanzhou University for medicalpostgraduates. Methods To utilize students’ spare time we changed the traditional teaching method, and instead used problem based learning and academic discussions to teach postgraduates how to design and apply research. Results Sixtytwo postgraduates were trained and completed 73 research papers and registered 33 Cochrane systematic reviews. Twentythree papers were published in foreign journals (SCI) as first authors, 34 papers were published in domestic journals. Five students received awards in the academic conference of Lanzhou University. Conclusion Medical students will benefit from taking part in EBM research. This education model will help them not only understand the methods of clinical research and EBM and improve the quality of their research and their cooperative skills, but also master related clinical knowledge.
Objective To investigate the problems and needs of teachers and international bachelor of medicine and bachelor of surgery (MBBS) students in the online clerkship since the outbreak of coronavirus disease 2019. Methods In May 2020, questionnaires, telephone communication and face-to-face interviews were conducted among 85 international MBBS students and clinical teachers of 10 related departments in West China Hospital, Sichuan University. Teachers and students perceptions towards online clerkship were collected from five aspects including department orientation, attendance, teaching plan, assignment & assessment, and overall evaluation. Results Four departments and 43 students (50.6%) thought that online clerkship increased time input, while 3 departments thought that students’ enthusiasm decreased significantly compared to ordinary clerkship. Six departments reported that students’ compliance was poor; 58 students (68.2%) reported that they could not experience the real clinical environment. All departments reported difficulties in completing procedures and skills, and believed the teaching objectives were only partially achieved; 78 students (91.8%) thought that the effect of online clerkship met with their expectations; 16 students (18.8%) were very satisfied, and 59 students (69.4%) were satisfied. The majority of students believed that the advantages of online clerkship were that they had more time to prepare for their licensing examination [66 students (77.6%)] and could ask questions online at any time [48 students (56.5%)]. Conclusions There are both pros and cons in the online clerkship. It has put forward higher requirements for the efficiency and accuracy of English communication between teachers and students, and for the self-restraint and discipline of students. Under the current global epidemic situation, we should make full use of the information technology to constantly strengthen the practical education.
Objective
To investigate the evaluation of nursing students on nurse teachers’ teaching quality between lessons ofBasic Nursing, in order to provide references for the improvement of teaching methods and promotion of teaching quality.
Methods
Questionnaire survey was used to investigate nurse students on the evaluation of nurse teachers’ teaching quality in three different clinical practice stages between lessons ofBasic Nursing. SPSS 19.0 statistical package was used to analyze the data.
Results
In the 5-point scale, the average score of all items was (4.72±0.38) points, and the average scores of three dimensions including timely project completion and gains in the practice, nurse teachers’ teaching, and teaching environment and resources were respectively (4.71±0.44), (4.76±0.35), and (4.66±0.52) points. The three items with the highest scores were teachers’ theoretical knowledge, teachers’ professional quality, and helping nurse students analyze existing problems; while the three with the lowest scores were teaching methods, timely completion of the practice, and participation by other nurses during the teaching. There were significant differences among the three stages in practice gains, reasonability of practice arrangement, instructing the students to solve problems, proficiency and standardization of the operation demonstration, basic theoretical knowledge, flexibility and enlightenment of the teaching methods, attitudes of the nurse teachers, participation by other nurses during the teaching, and head nurse’s support (P<0.05).
Conclusions
To improve the quality of clinical practice teaching, nurse teachers, other nurses in the ward, head nurse and the whole department should make collective effort. Nurse teachers should pay more attention to the improvement of teaching methods and reasonable planning of clinical practice.
ObjectiveTo systematically review the teaching effects of Seminar teaching model versus lecture-based learning (LBL) teaching model on clinical medical students in China.MethodsPubMed, Embase, the Cochrane Library, Web of Science, China National Knowledge Internet, WanFang Data and VIP database were electronically searched for randomized controlled trials (RCTs) on Seminar versus LBL applied in clinical medical students in China, from the establishment of database to October 2017. The Meta-analysis was performed using RevMan 5.2 software.ResultsA total of 12 RCTs with 741 students were enrolled, including 380 in Seminar teaching group and 361 in LBL teaching group. The results of Meta-analysis demonstrated that the basic theory score [standard mean difference (SMD)=1.17, 95% confidence interval (CI) (0.72, 1.62), P<0.000 01], the clinical skill score [SMD=1.33, 95%CI (0.82, 1.83), P<0.000 01], the classroom atmosphere score ［SMD=1.51, 95%CI (1.13, 1.90), P<0.000 01］, the team score [SMD=0.86, 95%CI (0.50, 1.22), P<0.000 01], and the autonomous learning ability score [SMD=2.25, 95%CI (0.31, 4.18), P=0.02] of Seminar teaching group were superior to those in the LBL teaching group.ConclusionThe Seminar teaching model is superior to the LBL teaching model in clinical medical students.
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.
