Pub Date : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.023
Feng Sun, Y. Wang, Yangyang Fu, J. Dai, Huadong Zhu, Xuezhong Yu, Jun Xu
Objective To promote emergency airway management from the perspective of training and to explore the training mode of emergency airway management based on clinical procedures. Methods Airway management training courses were designed according to the clinical treatment principle centered on patient safety in combination with actual clinical procedures. The course took the CHANNEL process of airway management as the main line and focused on artificial ventilation, oxygen therapy and rapid induction of intubation techniques. During the teaching, we took the clinical handling process as the main line, and adopted methods of equipment display, video presentation and on-site explanation. Courses were freely registered or oriental enrollment. Online questionnaires were used to collect feedback from the students after class and were then analyzed. Results A total of 15 training sessions were held in 13 cities across the country, with 566 participants, and 185 questionnaire responses were received. About the content of single course, participants thought that the first three parts were difficult to understand, including oxygen therapy (48, 25.9%), CHANNEL process explanation and practice (48, 25.9%) and rapid induction of intubation process (47, 25.4%). After class, 41 participants (22.2%) changed work procedures of emergency airway management, 140 (75.7%) partially changed work procedures of emergency airway management, and 4 (2.2%) still used the original work procedure. Conclusion The course of emergency airway management based on clinical procedures meets the current clinical needs and can better improve the training of clinical competency. Key words: Emergency airway management; Training; Competency
{"title":"Preliminary exploration on training of emergency airway management course guided by clinical procedure","authors":"Feng Sun, Y. Wang, Yangyang Fu, J. Dai, Huadong Zhu, Xuezhong Yu, Jun Xu","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.023","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.023","url":null,"abstract":"Objective \u0000To promote emergency airway management from the perspective of training and to explore the training mode of emergency airway management based on clinical procedures. \u0000 \u0000 \u0000Methods \u0000Airway management training courses were designed according to the clinical treatment principle centered on patient safety in combination with actual clinical procedures. The course took the CHANNEL process of airway management as the main line and focused on artificial ventilation, oxygen therapy and rapid induction of intubation techniques. During the teaching, we took the clinical handling process as the main line, and adopted methods of equipment display, video presentation and on-site explanation. Courses were freely registered or oriental enrollment. Online questionnaires were used to collect feedback from the students after class and were then analyzed. \u0000 \u0000 \u0000Results \u0000A total of 15 training sessions were held in 13 cities across the country, with 566 participants, and 185 questionnaire responses were received. About the content of single course, participants thought that the first three parts were difficult to understand, including oxygen therapy (48, 25.9%), CHANNEL process explanation and practice (48, 25.9%) and rapid induction of intubation process (47, 25.4%). After class, 41 participants (22.2%) changed work procedures of emergency airway management, 140 (75.7%) partially changed work procedures of emergency airway management, and 4 (2.2%) still used the original work procedure. \u0000 \u0000 \u0000Conclusion \u0000The course of emergency airway management based on clinical procedures meets the current clinical needs and can better improve the training of clinical competency. \u0000 \u0000 \u0000Key words: \u0000Emergency airway management; Training; Competency","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"101-105"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49244870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.015
Yuxian Li, Maomao An, Jieping Zhang, Jieping Zhang, Kun Li, Haihong Wang
Objective To investigate the effect of flipped classroom in functional experiment teaching. Methods A total of 86 medical students from 4 classes of Tongji University School of Medicine were selected as subjects. 44 students were randomly selected from 2 classes as experimental group using flipped classroom as teaching approach; 42 students were randomly selected from the other 2 classes as control group using traditional teaching method. The teaching effect was assessed by objective evaluation and subjective evaluation. SPSS 22.0 was used for data analysis. The t-test was used for objective evaluation, and the chi-square test was used for subjective evaluation. Results There were significant differences in the scores of experimental reports [(45.00±2.63) vs. (41.05±3.62), t=5.766, P<0.01] and experimental operation [(48.27±2.31) vs. (44.79±3.04), t=5.962, P<0.01] between the experimental group and the control group. The statistical analysis of subjective evaluation showed that compared with the control group, the experimental group had a significantly higher number of students who selected "helpful" or "very helpful" in improving self-learning ability, innovation ability, understanding of theoretical knowledge, and communication ability (P<0.05). Conclusion The teaching method of flipped classroom applied in medical functional experiments can improve students' operation ability, self-learning ability, innovation ability, and communication ability and deepen their understanding of theoretical knowledge. Key words: Flipped classroom; Medical functional experiment; Teaching effect
{"title":"Effect of flipped classroom in functional experiment teaching","authors":"Yuxian Li, Maomao An, Jieping Zhang, Jieping Zhang, Kun Li, Haihong Wang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.015","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.015","url":null,"abstract":"Objective \u0000To investigate the effect of flipped classroom in functional experiment teaching. \u0000 \u0000 \u0000Methods \u0000A total of 86 medical students from 4 classes of Tongji University School of Medicine were selected as subjects. 44 students were randomly selected from 2 classes as experimental group using flipped classroom as teaching approach; 42 students were randomly selected from the other 2 classes as control group using traditional teaching method. The teaching effect was assessed by objective evaluation and subjective evaluation. SPSS 22.0 was used for data analysis. The t-test was used for objective evaluation, and the chi-square test was used for subjective evaluation. \u0000 \u0000 \u0000Results \u0000There were significant differences in the scores of experimental reports [(45.00±2.63) vs. (41.05±3.62), t=5.766, P<0.01] and experimental operation [(48.27±2.31) vs. (44.79±3.04), t=5.962, P<0.01] between the experimental group and the control group. The statistical analysis of subjective evaluation showed that compared with the control group, the experimental group had a significantly higher number of students who selected \"helpful\" or \"very helpful\" in improving self-learning ability, innovation ability, understanding of theoretical knowledge, and communication ability (P<0.05). \u0000 \u0000 \u0000Conclusion \u0000The teaching method of flipped classroom applied in medical functional experiments can improve students' operation ability, self-learning ability, innovation ability, and communication ability and deepen their understanding of theoretical knowledge. \u0000 \u0000 \u0000Key words: \u0000Flipped classroom; Medical functional experiment; Teaching effect","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"66-69"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49555396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.020
Lin Li, Z. Mu, Fan Yang, Xiuping Han
Objective To investigate the efficacy of micro-video based on WeChat platform combined with bilingual standardized patients on clinical practice of dermatovenerology in international medical students. Methods A total of 56 international clinical medical students from China Medical University who had their clinical practice class from May 2017 to June 2017 in Shengjing Hospital of China Medical University were selected as research objects, and were randomly divided into the experimental group and the control group. New teaching method of micro-video based on WeChat platform combined with bilingual standardized patients was applied in the experimental group and the traditional teaching method was used in the control group. After courses, the theoretical examination, clinical case assessment and satisfaction degree of the two groups were compared to assess the learning effect. All statistical analyses were performed with the independent sample t-test and Chi-square test with SPSS 21.0 software. Results There was no significant difference in the theoretical test scores between two groups (t=1.48, P=0.144), but the scores of the clinical case test in the experimental group were significantly better than those in the control group (t=2.22, P=0.031). Results of satisfaction survey showed that more foreign students preferred new teaching methods, with a statistically significant difference ( χ2=7.24, P=0.007); in terms of consolidating theoretical knowledge ( χ2=4.766, P=0.029), motivating learning interest ( χ2=4.073, P=0.044), enhancing clinical practice skills ( χ2=4.667, P=0.031), promoting communication ability with patients ( χ2=6.411, P=0.011) and improving learning effect ( χ2=4.667, P=0.031), foreign students were more satisfied with new teaching methods, with a statistically significant difference. Conclusion In the dermatovenerology clinical practice among international medical students, application of micro-video based on WeChat platform combined with bilingual standardized patients can improve the teaching effect, which can be further popularized and applied as a new teaching method. Key words: Dermatovenerology; International medical students; WeChat; Micro-video; Bilingual standardized patients
{"title":"Application of micro-video combined with bilingual standardized patients on dermatovenerology clinical practice in international medical students","authors":"Lin Li, Z. Mu, Fan Yang, Xiuping Han","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.020","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.020","url":null,"abstract":"Objective \u0000To investigate the efficacy of micro-video based on WeChat platform combined with bilingual standardized patients on clinical practice of dermatovenerology in international medical students. \u0000 \u0000 \u0000Methods \u0000A total of 56 international clinical medical students from China Medical University who had their clinical practice class from May 2017 to June 2017 in Shengjing Hospital of China Medical University were selected as research objects, and were randomly divided into the experimental group and the control group. New teaching method of micro-video based on WeChat platform combined with bilingual standardized patients was applied in the experimental group and the traditional teaching method was used in the control group. After courses, the theoretical examination, clinical case assessment and satisfaction degree of the two groups were compared to assess the learning effect. All statistical analyses were performed with the independent sample t-test and Chi-square test with SPSS 21.0 software. \u0000 \u0000 \u0000Results \u0000There was no significant difference in the theoretical test scores between two groups (t=1.48, P=0.144), but the scores of the clinical case test in the experimental group were significantly better than those in the control group (t=2.22, P=0.031). Results of satisfaction survey showed that more foreign students preferred new teaching methods, with a statistically significant difference ( χ2=7.24, P=0.007); in terms of consolidating theoretical knowledge ( χ2=4.766, P=0.029), motivating learning interest ( χ2=4.073, P=0.044), enhancing clinical practice skills ( χ2=4.667, P=0.031), promoting communication ability with patients ( χ2=6.411, P=0.011) and improving learning effect ( χ2=4.667, P=0.031), foreign students were more satisfied with new teaching methods, with a statistically significant difference. \u0000 \u0000 \u0000Conclusion \u0000In the dermatovenerology clinical practice among international medical students, application of micro-video based on WeChat platform combined with bilingual standardized patients can improve the teaching effect, which can be further popularized and applied as a new teaching method. \u0000 \u0000 \u0000Key words: \u0000Dermatovenerology; International medical students; WeChat; Micro-video; Bilingual standardized patients","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"87-90"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47616601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.012
Zhijian Hu, F. Han, Weiwei He, Z. Zhan, Huaisheng Liu
Objective To explore a clinical discipline-oriented teaching model for laboratory diagnostics and evaluate its effect in medical education. Methods changed the arrangement of traditional teaching content, re-edited the content of the teaching materials under the guidance of clinical subjects, compiled innovative textbooks and introduced new teaching methods such as CBL and PBL. The procedure could be briefly described below. 78 students from two natural classes in batch 2015 were selected as the observation group, and 77 students from other two natural classes were selected as the control group. The new teaching model and traditional teaching model were applied respectively in the students to compare the teaching effect in the way of formative evaluation. Results The total score of theoretical exams in the observation group was significantly higher than that of control group (P<0.01). It was found that the scores of the observation group were significantly higher than of the control group in terms of practical techniques, clinical application type and the selection and evaluation of test items (P<0.01). However, there was no significant difference in terms of the scores of basic knowledge and theory between the observation group and the control group (P=0.470). Conclusion The clinical discipline-oriented teaching method of laboratory diagnostics can promote the students in the assessment of applied and improved knowledge as well as the selection and evaluation of clinical disease examination items, which is helpful to cultivate students' clinical thinking ability, and the ability to reasonably select the test items and analyze the test results scientifically. Key words: Laboratory diagnostics; Clinical discipline-oriented; Clinical thinking
{"title":"Clinical discipline-oriented teaching reform on laboratory diagnostics and its effect evaluation","authors":"Zhijian Hu, F. Han, Weiwei He, Z. Zhan, Huaisheng Liu","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.012","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.012","url":null,"abstract":"Objective \u0000To explore a clinical discipline-oriented teaching model for laboratory diagnostics and evaluate its effect in medical education. \u0000 \u0000 \u0000Methods \u0000changed the arrangement of traditional teaching content, re-edited the content of the teaching materials under the guidance of clinical subjects, compiled innovative textbooks and introduced new teaching methods such as CBL and PBL. The procedure could be briefly described below. 78 students from two natural classes in batch 2015 were selected as the observation group, and 77 students from other two natural classes were selected as the control group. The new teaching model and traditional teaching model were applied respectively in the students to compare the teaching effect in the way of formative evaluation. \u0000 \u0000 \u0000Results \u0000The total score of theoretical exams in the observation group was significantly higher than that of control group (P<0.01). It was found that the scores of the observation group were significantly higher than of the control group in terms of practical techniques, clinical application type and the selection and evaluation of test items (P<0.01). However, there was no significant difference in terms of the scores of basic knowledge and theory between the observation group and the control group (P=0.470). \u0000 \u0000 \u0000Conclusion \u0000The clinical discipline-oriented teaching method of laboratory diagnostics can promote the students in the assessment of applied and improved knowledge as well as the selection and evaluation of clinical disease examination items, which is helpful to cultivate students' clinical thinking ability, and the ability to reasonably select the test items and analyze the test results scientifically. \u0000 \u0000 \u0000Key words: \u0000Laboratory diagnostics; Clinical discipline-oriented; Clinical thinking","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"53-56"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44473787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.017
Xi Zhou, Jimei Zhang, Li Kang
Objective To explore the influence of flipped classroom teaching mode on college students' attitudes towards psychological help-seeking. Methods The small private online course and experiential teaching method were combined to teach the course of mental health. Before and after the course, the Attitudes toward Seeking Professional Psychological Help Scale (Hao Zhihong 2007 Revision) and the Self-Stigma of Seeking Professional Psychological Help Scale (Vogel et al.) were used to measure the professional help-seeking attitudes and self-stigma of 258 randomly selected subjects. SPSS 22.0 and paired sample t-test were used and related data were analyzed. Results A total of 242 valid scales were collected. The teaching mode of flipped classroom reduced self-stigma (t=2.067, P=0.040) and increased the willingness of professional psychological help-seeking among students (t=2.483, P=0.015). Before the course, there was no significant difference between the high-input group and the low-input group in the attitudes of help-seeking (t=0.515, P=0.607) and self-stigma (t=0.432, P=0.666). After the course, the scores of help-seeking attitudes in the high-input group were significantly higher than those in the low-input group (t=2.401, P=0.018), and the self-stigma scores in high-input group were significantly lower than those in low-input group (t=2.185, P=0.031). Conclusion The teaching mode of flipped classroom helps to reduce self-stigma evaluation and forms a more positive attitude towards seeking help. Attitudes changed significantly in those students who have higher commitment in knowledge learning, self-expression and self-reflection. Key words: Mental health; Flipped Classroom; Professional help-seeking attitude; Self-stigma; Course involvement
{"title":"Empirical study on the influence of flipped classroom teaching mode on college students' professional help-seeking attitudes","authors":"Xi Zhou, Jimei Zhang, Li Kang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.017","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.017","url":null,"abstract":"Objective \u0000To explore the influence of flipped classroom teaching mode on college students' attitudes towards psychological help-seeking. \u0000 \u0000 \u0000Methods \u0000The small private online course and experiential teaching method were combined to teach the course of mental health. Before and after the course, the Attitudes toward Seeking Professional Psychological Help Scale (Hao Zhihong 2007 Revision) and the Self-Stigma of Seeking Professional Psychological Help Scale (Vogel et al.) were used to measure the professional help-seeking attitudes and self-stigma of 258 randomly selected subjects. SPSS 22.0 and paired sample t-test were used and related data were analyzed. \u0000 \u0000 \u0000Results \u0000A total of 242 valid scales were collected. The teaching mode of flipped classroom reduced self-stigma (t=2.067, P=0.040) and increased the willingness of professional psychological help-seeking among students (t=2.483, P=0.015). Before the course, there was no significant difference between the high-input group and the low-input group in the attitudes of help-seeking (t=0.515, P=0.607) and self-stigma (t=0.432, P=0.666). After the course, the scores of help-seeking attitudes in the high-input group were significantly higher than those in the low-input group (t=2.401, P=0.018), and the self-stigma scores in high-input group were significantly lower than those in low-input group (t=2.185, P=0.031). \u0000 \u0000 \u0000Conclusion \u0000The teaching mode of flipped classroom helps to reduce self-stigma evaluation and forms a more positive attitude towards seeking help. Attitudes changed significantly in those students who have higher commitment in knowledge learning, self-expression and self-reflection. \u0000 \u0000 \u0000Key words: \u0000Mental health; Flipped Classroom; Professional help-seeking attitude; Self-stigma; Course involvement","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"73-77"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43755553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.016
Shiming Wang, Xie He, Yunfeng Lu, Fajin Lü, Rui Jin
Objective To study the application value of practical demonstration of actual X-ray film images in the experimental teaching of radiography technology courses in medical imaging undergraduates. Methods A total of 63 medical imaging undergraduates of Grade 2015 were randomly divided into three groups to receive part of the experimental courses about chest and abdomen radiography examination. Their pre-class work and machine were the same. As the experimental group, group A and group B added demonstration with X ray film images, while group C (control group) did not. The different teaching effects of the two methods were evaluated by simulate practical assessment and quiz. The accepting degree of demonstration method was evaluated in accordance with questionnaire survey. Results The scores of simulated practical assessment (7.36±1.39) and quiz (4.24±2.01) in experimental group were significantly higher than those of (6.05±1.28) and (3.10±1.48) in the control group, with a statistically significant difference (P<0.01, P=0.024). Questionnaire survey showed that the experimental group were 100% accepted practical demonstration of X ray film images. Conclusion The application of practical demonstration of X-ray film images in radiology technology experimental courses can help undergraduates to accept new knowledge, deepen impression on knowledge and improve teaching effect, which is worth developing and popularizing. Key words: Medical imaging technology; X-ray film images; Practical demonstration; Radiology examination technology; Experimental course teaching
{"title":"Practical demonstration of X-ray film images for experimental teaching of the medical imaging technology in undergraduates","authors":"Shiming Wang, Xie He, Yunfeng Lu, Fajin Lü, Rui Jin","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.016","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.016","url":null,"abstract":"Objective \u0000To study the application value of practical demonstration of actual X-ray film images in the experimental teaching of radiography technology courses in medical imaging undergraduates. \u0000 \u0000 \u0000Methods \u0000A total of 63 medical imaging undergraduates of Grade 2015 were randomly divided into three groups to receive part of the experimental courses about chest and abdomen radiography examination. Their pre-class work and machine were the same. As the experimental group, group A and group B added demonstration with X ray film images, while group C (control group) did not. The different teaching effects of the two methods were evaluated by simulate practical assessment and quiz. The accepting degree of demonstration method was evaluated in accordance with questionnaire survey. \u0000 \u0000 \u0000Results \u0000The scores of simulated practical assessment (7.36±1.39) and quiz (4.24±2.01) in experimental group were significantly higher than those of (6.05±1.28) and (3.10±1.48) in the control group, with a statistically significant difference (P<0.01, P=0.024). Questionnaire survey showed that the experimental group were 100% accepted practical demonstration of X ray film images. \u0000 \u0000 \u0000Conclusion \u0000The application of practical demonstration of X-ray film images in radiology technology experimental courses can help undergraduates to accept new knowledge, deepen impression on knowledge and improve teaching effect, which is worth developing and popularizing. \u0000 \u0000 \u0000Key words: \u0000Medical imaging technology; X-ray film images; Practical demonstration; Radiology examination technology; Experimental course teaching","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"11 8","pages":"70-73"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41286974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.009
Yanyan Fu, Xiaolong Chen, Wang Hu, Hong-Ying Jiang, Li Wang, Yuanmei Xiao, Peng Huang
Evidence-based medicine (EBM) is an emerging subject which allows us to make health-related policy based on evidence, and is also an important course in medical colleges and universities. Given the current educational objectives and characteristics of evidence-based medicine, this paper proposed an online and offline integrated teaching model of evidence-based medicine based on online platform for medical undergraduates. Online teaching was conducted using online platform which focus on the cultivation of evidence-based thinking and scientific research quality. Offline teaching was in-classroom teaching which focus on basic knowledge and skill learning. Practice of this model not only enriches teaching methods, but also improves the learning effect, thus this model needs to be explored and perfected in the future. Key words: Online platform; Evidence-based medicine; Online and offline integrated teaching model; Medical undergraduates
{"title":"Online and offline integrated teaching model of evidence-based medicine based on online platform for medical undergraduates","authors":"Yanyan Fu, Xiaolong Chen, Wang Hu, Hong-Ying Jiang, Li Wang, Yuanmei Xiao, Peng Huang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.009","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.009","url":null,"abstract":"Evidence-based medicine (EBM) is an emerging subject which allows us to make health-related policy based on evidence, and is also an important course in medical colleges and universities. Given the current educational objectives and characteristics of evidence-based medicine, this paper proposed an online and offline integrated teaching model of evidence-based medicine based on online platform for medical undergraduates. Online teaching was conducted using online platform which focus on the cultivation of evidence-based thinking and scientific research quality. Offline teaching was in-classroom teaching which focus on basic knowledge and skill learning. Practice of this model not only enriches teaching methods, but also improves the learning effect, thus this model needs to be explored and perfected in the future. \u0000 \u0000Key words: \u0000Online platform; Evidence-based medicine; Online and offline integrated teaching model; Medical undergraduates","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"42-45"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42055247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.005
Wenjie Ji, F. Fan, Qing Zhou, Dongjin Wang
This paper analyzed the current status of standardized training for specialists in China using American "milestone concept" and its competency training and assessment system for specialists as references. To achieve the goal of training high-standard and homogeneous cardiothoracic surgeons, a "milestone plan" focusing on the cultivation of diagnosis and treatment capacity of specialists, their mastery ability of medical knowledge, communication ability, professional ability, system-based clinical practice ability, practice-based learning ability and the ability of pursuing improvement was explored. In addition, daily assessment and summary assessment were carried out by means of self-evaluation, superior evaluation and peer evaluation. At the end, training of six core competencies and multi-dimensional evaluation system for cardiothoracic surgeons were constructed, which provided significant references to the construction of training and assessment system for specialists in China. Key words: Milestone plan; Thoracic and cardiovascular surgery; Specialist; Standardized training
{"title":"Application of American milestone concept on standardized training for specialists in China: a case study of cardiothoracic surgery","authors":"Wenjie Ji, F. Fan, Qing Zhou, Dongjin Wang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.005","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.005","url":null,"abstract":"This paper analyzed the current status of standardized training for specialists in China using American \"milestone concept\" and its competency training and assessment system for specialists as references. To achieve the goal of training high-standard and homogeneous cardiothoracic surgeons, a \"milestone plan\" focusing on the cultivation of diagnosis and treatment capacity of specialists, their mastery ability of medical knowledge, communication ability, professional ability, system-based clinical practice ability, practice-based learning ability and the ability of pursuing improvement was explored. In addition, daily assessment and summary assessment were carried out by means of self-evaluation, superior evaluation and peer evaluation. At the end, training of six core competencies and multi-dimensional evaluation system for cardiothoracic surgeons were constructed, which provided significant references to the construction of training and assessment system for specialists in China. \u0000 \u0000Key words: \u0000Milestone plan; Thoracic and cardiovascular surgery; Specialist; Standardized training","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"22-26"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41363944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.021
Fei Yang, Jing Zhang, Shengfen Tu
With the rapid development of modern medicine, anesthesiology is moving towards perioperative medicine. Changing pediatric anesthesiologist into perioperative professionals should focus on training preoperative visits in pediatric anesthesia, intraoperative anesthetic skills, postoperative visits, perioperative pain management, and the prevention and treatment of psychological trauma on the premise of understanding children pathological physiology characteristics. It is the mission of every perioperative pediatrician to ensure children safely and comfortably go through the perioperative period, reduce postoperative complications and mortality, and improve the long-term prognosis. Key words: Pediatrics; Anesthesiologist; Perioperative professionals
{"title":"Fostering the conception of changing pediatric anesthesiologists into perioperative physician","authors":"Fei Yang, Jing Zhang, Shengfen Tu","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.021","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.021","url":null,"abstract":"With the rapid development of modern medicine, anesthesiology is moving towards perioperative medicine. Changing pediatric anesthesiologist into perioperative professionals should focus on training preoperative visits in pediatric anesthesia, intraoperative anesthetic skills, postoperative visits, perioperative pain management, and the prevention and treatment of psychological trauma on the premise of understanding children pathological physiology characteristics. It is the mission of every perioperative pediatrician to ensure children safely and comfortably go through the perioperative period, reduce postoperative complications and mortality, and improve the long-term prognosis. \u0000 \u0000Key words: \u0000Pediatrics; Anesthesiologist; Perioperative professionals","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"91-95"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49496184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.027
Xiyan Xia, Y. Xiong, Li Xiao
It is an inevitable trend for dental nurses to meet the requirements for becoming a well-qualified nurse specialist who should have professional skills, basic nursing skills and holistic nursing consciousness. Combined with the daily clinical works in large general hospital, a standardized training system for dental nurses was preliminarily constructed. The strategies and experience of the professional training, including personal career planning, emergency handling capacity improvement by multi-discipline training, core curriculum system construction, dental clinical techniques strengthening, customized training strategies implementation, as well as clinical examination and evaluation, were herein discussed. In conclusion, our experience provides useful references for standardized education of the dental nurses with qualified clinical competence. Key words: Dental nursing; Nurse specialist; Standardized training; General hospital
{"title":"Experience in the implementation of standardized training for dental nurses in large general hospitals","authors":"Xiyan Xia, Y. Xiong, Li Xiao","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.027","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.027","url":null,"abstract":"It is an inevitable trend for dental nurses to meet the requirements for becoming a well-qualified nurse specialist who should have professional skills, basic nursing skills and holistic nursing consciousness. Combined with the daily clinical works in large general hospital, a standardized training system for dental nurses was preliminarily constructed. The strategies and experience of the professional training, including personal career planning, emergency handling capacity improvement by multi-discipline training, core curriculum system construction, dental clinical techniques strengthening, customized training strategies implementation, as well as clinical examination and evaluation, were herein discussed. In conclusion, our experience provides useful references for standardized education of the dental nurses with qualified clinical competence. \u0000 \u0000Key words: \u0000Dental nursing; Nurse specialist; Standardized training; General hospital","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"120-124"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46918985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：