Pub Date : 2019-12-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2019.12.002
T. Chu
Objective To construct the dynamic assessment system for practice base of professional master's degree in clinical medicine. Methods The teaching managers, clinical experts, postgraduate tutors and postgraduates of seven tertiary general hospitals with standardized training qualifications for residents in Hunan province were selected. Using the literature review and site investigation, we drafted the framework and score-factor of the dynamic assessment indicator system and adopted the percentage system to construct the assessment system. Results We interviewed and discussed with 28 teaching managers, 21 clinical experts, 35 graduate tutors and 112 graduate students; the response rate of all interviewees was 100%. The dynamic assessment system was composed of 4 first-level indicators and 20 second-level indicators; the score-factor of the primary indicator was 25%, and the score-factor of the secondary indicator was 5%. Conclusion The established dynamic assessment system has reasonable indicators and strong operability, and can provide useful reference. Key words: Clinical medicine; Professional degree; Postgraduate education; Practice base; Dynamic assessment system
{"title":"Construction of dynamic assessment system for practice base of professional master's degree in clinical medicine","authors":"T. Chu","doi":"10.3760/CMA.J.ISSN.2095-1485.2019.12.002","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2019.12.002","url":null,"abstract":"Objective \u0000To construct the dynamic assessment system for practice base of professional master's degree in clinical medicine. \u0000 \u0000 \u0000Methods \u0000The teaching managers, clinical experts, postgraduate tutors and postgraduates of seven tertiary general hospitals with standardized training qualifications for residents in Hunan province were selected. Using the literature review and site investigation, we drafted the framework and score-factor of the dynamic assessment indicator system and adopted the percentage system to construct the assessment system. \u0000 \u0000 \u0000Results \u0000We interviewed and discussed with 28 teaching managers, 21 clinical experts, 35 graduate tutors and 112 graduate students; the response rate of all interviewees was 100%. The dynamic assessment system was composed of 4 first-level indicators and 20 second-level indicators; the score-factor of the primary indicator was 25%, and the score-factor of the secondary indicator was 5%. \u0000 \u0000 \u0000Conclusion \u0000The established dynamic assessment system has reasonable indicators and strong operability, and can provide useful reference. \u0000 \u0000 \u0000Key words: \u0000Clinical medicine; Professional degree; Postgraduate education; Practice base; Dynamic assessment system","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"18 1","pages":"1195-1198"},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46262435","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 : 2019-12-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2019.12.023
Bin Wang, Q. Ma
The emergency management training for general practitioners during job-transfer training is an important part of clinical teaching. At present, there are many problems in emergency management teaching, such as teaching contents are extensive but the class hours are limited, traditional teaching cannot meet students' needs for studying and lack of practice for emergency management skills, leading to poor teaching effects. In the teaching of emergency management of general practitioners during job-transfer training, we cultivated emergency management ability by elaborating teaching content, strengthening their clinical thinking of emergency management, carrying out a variety of training models, enhancing skill training, and stressing the evaluation of performance and so on. Key words: General practitioner; Job-transfer training; Emergency management; Emergency teaching
{"title":"Practice of improving emergency management ability of general practitioners during job-transfer training","authors":"Bin Wang, Q. Ma","doi":"10.3760/CMA.J.ISSN.2095-1485.2019.12.023","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2019.12.023","url":null,"abstract":"The emergency management training for general practitioners during job-transfer training is an important part of clinical teaching. At present, there are many problems in emergency management teaching, such as teaching contents are extensive but the class hours are limited, traditional teaching cannot meet students' needs for studying and lack of practice for emergency management skills, leading to poor teaching effects. In the teaching of emergency management of general practitioners during job-transfer training, we cultivated emergency management ability by elaborating teaching content, strengthening their clinical thinking of emergency management, carrying out a variety of training models, enhancing skill training, and stressing the evaluation of performance and so on. \u0000 \u0000 \u0000Key words: \u0000General practitioner; Job-transfer training; Emergency management; Emergency teaching","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"18 1","pages":"1283-1287"},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45171701","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 : 2019-11-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2019.11.012
Junjun Fan, Liu Xiaoxiang, Guo-lu Meng, B. Long, Yuan-yuan Zhi, Guoxian Pei
Objective To evaluate the effect of 3DBody software assisted problem-based learning (PBL) teaching in orthopedic teaching. Methods Undergraduates of clinical medicine from grade 2013 who had internship in our hospital were divided into experimental group and control group. Undergraduates in the experimental group were taught by 3DBody software assisted PBL teaching, with designed questions and the method of using 3DBody software handing to students before class. While undergraduates in the control group were taught by traditional teaching, with the use of textbooks and multimedia courseware. Examination scores of theory and probation were compared between the two groups. Questionnaires were used to evaluate the subjective perception of different teaching method among the participants in each group. Results Scores of theoretical examination in the experimental group (84.6±5.9) were higher than those in the control group (73.2±6.1); scores of probation examination in the experimental group (17.7±2.1) were significantly higher than those in the control group (12.7±1.9); the degree of satisfaction in the experimental group (9.2±0.8) was significantly higher than that in the control group (7.2±1.3); all differences were statistically significant (P<0.05). Conclusion 3DBody software assisted PBL teaching can significantly improve the effectiveness of orthopedic teaching and enhance students' learning initiative and interest, which is worth promoting. Key words: 3DBody software; Problem-based learning; Teaching of Orthopedics; Degree of satisfaction
{"title":"Application of 3DBody software assisted PBL teaching in orthopedic clinical teaching","authors":"Junjun Fan, Liu Xiaoxiang, Guo-lu Meng, B. Long, Yuan-yuan Zhi, Guoxian Pei","doi":"10.3760/CMA.J.ISSN.2095-1485.2019.11.012","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2019.11.012","url":null,"abstract":"Objective \u0000To evaluate the effect of 3DBody software assisted problem-based learning (PBL) teaching in orthopedic teaching. \u0000 \u0000 \u0000Methods \u0000Undergraduates of clinical medicine from grade 2013 who had internship in our hospital were divided into experimental group and control group. Undergraduates in the experimental group were taught by 3DBody software assisted PBL teaching, with designed questions and the method of using 3DBody software handing to students before class. While undergraduates in the control group were taught by traditional teaching, with the use of textbooks and multimedia courseware. Examination scores of theory and probation were compared between the two groups. Questionnaires were used to evaluate the subjective perception of different teaching method among the participants in each group. \u0000 \u0000 \u0000Results \u0000Scores of theoretical examination in the experimental group (84.6±5.9) were higher than those in the control group (73.2±6.1); scores of probation examination in the experimental group (17.7±2.1) were significantly higher than those in the control group (12.7±1.9); the degree of satisfaction in the experimental group (9.2±0.8) was significantly higher than that in the control group (7.2±1.3); all differences were statistically significant (P<0.05). \u0000 \u0000 \u0000Conclusion \u00003DBody software assisted PBL teaching can significantly improve the effectiveness of orthopedic teaching and enhance students' learning initiative and interest, which is worth promoting. \u0000 \u0000 \u0000Key words: \u00003DBody software; Problem-based learning; Teaching of Orthopedics; Degree of satisfaction","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"18 1","pages":"1131-1135"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45220866","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 : 2019-11-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2019.11.004
Chen Yi, Huang Wandan, Yang Guangbin, Zhong Shuzha, Dong Weiqiang, Bai Bo
To explore the basics of integrated curriculums and the reform plan of integrated organ-system based curriculum of clinical subjects, this paper takes the integrated musculoskeletal system based curriculum in the third semester for undergraduates majoring in clinical medicine as an example, elaborates on the following five aspects: the organ system-centered curriculum system, the integration of teaching content, curriculum implementation plans, curriculum advantages, major issues and measures for improvement. This paper puts forward some urgent problems such as writing teaching materials, changing teachers' traditional teaching concepts, arranging the course reasonably, achieving learning outcomes, and deepening the integration of knowledge in various subjects. It is also provides suggestions for building a coherent and complete teaching model and knowledge system of the integrated organ-system based curriculum, helping students better understand the organic relationships between various disciplines, and promoting the curriculum reform. The reform of the integrated organ-system based curriculum has achieved initial results. Key words: Organ system; Integrated curriculum; Clinical teaching
{"title":"A preliminary study on the reform of integrated curriculum on organ system with musculoskeletal system as an example","authors":"Chen Yi, Huang Wandan, Yang Guangbin, Zhong Shuzha, Dong Weiqiang, Bai Bo","doi":"10.3760/CMA.J.ISSN.2095-1485.2019.11.004","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2019.11.004","url":null,"abstract":"To explore the basics of integrated curriculums and the reform plan of integrated organ-system based curriculum of clinical subjects, this paper takes the integrated musculoskeletal system based curriculum in the third semester for undergraduates majoring in clinical medicine as an example, elaborates on the following five aspects: the organ system-centered curriculum system, the integration of teaching content, curriculum implementation plans, curriculum advantages, major issues and measures for improvement. This paper puts forward some urgent problems such as writing teaching materials, changing teachers' traditional teaching concepts, arranging the course reasonably, achieving learning outcomes, and deepening the integration of knowledge in various subjects. It is also provides suggestions for building a coherent and complete teaching model and knowledge system of the integrated organ-system based curriculum, helping students better understand the organic relationships between various disciplines, and promoting the curriculum reform. The reform of the integrated organ-system based curriculum has achieved initial results. \u0000 \u0000Key words: \u0000Organ system; Integrated curriculum; Clinical teaching","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"18 1","pages":"1094-1098"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48372367","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 : 2019-11-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2019.11.002
Duan Ni, Dandan Gu, Xiaoyin Niu, Yihua Su, Wenjia Zhu, Yingyu Miao, Juming Cai, Xiaokui Guo, Hao Wang
Shanghai Jiao Tong University established the first biomedical science in China in 2016. Learning the successful experience from international universities can promote the development of this major. According to the comparison of cultivation program and curriculum system in different top universities at home and abroad, it was showed that Oxford University focused on the pluralism development of students, University of Technology Sydney paid attention to the combination of basis and clinical practice, and the University of Hong Kong stressed the integration of clinical practice, science and research, and transformation. Through the exploration of the details of educational system this university, we found that we mainly focused on five innovation ideas: building the basic knowledge, strengthening comprehensive basic knowledge teaching, stimulating students' interests towards biomedical science, developing their ability and promoting innovative education and training. Based on analysis of those cases, it is showed that the development of biomedical science in China should solve problems in curriculum integration and practical education of science and research, so as to achieve the goal to cultivate more talents in this major and boost the development and advances in the field of biomedical science. Key words: Biomedical Science; Curriculum system; Medical education
{"title":"Comparison of curriculum system of biomedical science in different universities","authors":"Duan Ni, Dandan Gu, Xiaoyin Niu, Yihua Su, Wenjia Zhu, Yingyu Miao, Juming Cai, Xiaokui Guo, Hao Wang","doi":"10.3760/CMA.J.ISSN.2095-1485.2019.11.002","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2019.11.002","url":null,"abstract":"Shanghai Jiao Tong University established the first biomedical science in China in 2016. Learning the successful experience from international universities can promote the development of this major. According to the comparison of cultivation program and curriculum system in different top universities at home and abroad, it was showed that Oxford University focused on the pluralism development of students, University of Technology Sydney paid attention to the combination of basis and clinical practice, and the University of Hong Kong stressed the integration of clinical practice, science and research, and transformation. Through the exploration of the details of educational system this university, we found that we mainly focused on five innovation ideas: building the basic knowledge, strengthening comprehensive basic knowledge teaching, stimulating students' interests towards biomedical science, developing their ability and promoting innovative education and training. Based on analysis of those cases, it is showed that the development of biomedical science in China should solve problems in curriculum integration and practical education of science and research, so as to achieve the goal to cultivate more talents in this major and boost the development and advances in the field of biomedical science. \u0000 \u0000Key words: \u0000Biomedical Science; Curriculum system; Medical education","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"18 1","pages":"1086-1090"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43802987","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 : 2019-11-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2019.11.010
Ximing Xu, Kaiqiang Sun, Yao Zhang, Jian-gang Shi
Objective To investigate the application of the flipped classroom based on micro-class versus traditional class in animal surgery teaching, and to provide new thinkings for animal surgery teaching. Methods A total of 120 undergraduates from Navy Medical University were randomly divided into control group (class A) and experimental group (class B). The students in class A received traditional teaching, and those in class B received flipped classroom teaching. Questionnaire survey and course assessment were performed after teaching, and a comparative analysis was also performed. Results The self-assessment survey showed that 88.3%, 73.3%, 71.6%, 48.3%, and 73.3% of the students in class A (traditional teaching) filled in the questionnaire with "Very Helpful and Helpful", while 91.7%, 85.0%, 83.3%, 78.3%, and 75.0% of the students in class B (flipped classroom teaching) filled in with "Very Helpful and Helpful"; class B gave better overall evaluation of teaching model than that of class A. The mean total score of class B was 0.91, higher than that of class A (8.43 vs. 7.52, P<0.05), and the mean total score of examination papers in class B was 10.92, higher than that in class A (101.13 vs. 90.21, P<0.05). Conclusion Flipped classroom based on micro-class could improve the teaching effect of debridement course on animal surgery and increase students' self-learning ability. Key words: Micro-class; Flipped classroom; Animal surgery; Debridement
{"title":"Application of the flipped classroom based on micro-class in animal surgery teaching: An case study of debridement course","authors":"Ximing Xu, Kaiqiang Sun, Yao Zhang, Jian-gang Shi","doi":"10.3760/CMA.J.ISSN.2095-1485.2019.11.010","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2019.11.010","url":null,"abstract":"Objective \u0000To investigate the application of the flipped classroom based on micro-class versus traditional class in animal surgery teaching, and to provide new thinkings for animal surgery teaching. \u0000 \u0000 \u0000Methods \u0000A total of 120 undergraduates from Navy Medical University were randomly divided into control group (class A) and experimental group (class B). The students in class A received traditional teaching, and those in class B received flipped classroom teaching. Questionnaire survey and course assessment were performed after teaching, and a comparative analysis was also performed. \u0000 \u0000 \u0000Results \u0000The self-assessment survey showed that 88.3%, 73.3%, 71.6%, 48.3%, and 73.3% of the students in class A (traditional teaching) filled in the questionnaire with \"Very Helpful and Helpful\", while 91.7%, 85.0%, 83.3%, 78.3%, and 75.0% of the students in class B (flipped classroom teaching) filled in with \"Very Helpful and Helpful\"; class B gave better overall evaluation of teaching model than that of class A. The mean total score of class B was 0.91, higher than that of class A (8.43 vs. 7.52, P<0.05), and the mean total score of examination papers in class B was 10.92, higher than that in class A (101.13 vs. 90.21, P<0.05). \u0000 \u0000 \u0000Conclusion \u0000Flipped classroom based on micro-class could improve the teaching effect of debridement course on animal surgery and increase students' self-learning ability. \u0000 \u0000 \u0000Key words: \u0000Micro-class; Flipped classroom; Animal surgery; Debridement","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"18 1","pages":"1123-1126"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43317202","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 : 2019-11-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2019.11.003
Wang Chungang, Chen Zhi-xiao, Wang Jingjue, Ding Honghua, Li Qi
Because clinical oncology course for undergraduates is related to many clinical specialties, traditional teaching of this course is likely to lead to repetition and contradiction of knowledge. Clinical medical college carried out integrated curriculum in clinical oncology for three years during the implementation of teaching reform to overcome the above-mentioned disadvantages. Teaching and research sections related to clinical oncology were horizontally integrated under the guidance of teaching affairs office; On the premise of meeting the requirements of teaching outlines, the clinical oncology in internal medicine, surgery and gynecology was systematically improved in accordance with cognitive laws. Following the previous year, PBL teaching program in clinical oncology still focused on the integration of theoretical course and probation course. After integration, the sub-specialty teacher team was gradually shaped, the teaching quality was significantly improved and the clinical thinking of medical students was enhanced. Key words: Clinical oncology; Curriculum integration; Teaching reform; Teaching evaluation; Teaching management
{"title":"Practice and evaluation of integrated course in clinical oncology","authors":"Wang Chungang, Chen Zhi-xiao, Wang Jingjue, Ding Honghua, Li Qi","doi":"10.3760/CMA.J.ISSN.2095-1485.2019.11.003","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2019.11.003","url":null,"abstract":"Because clinical oncology course for undergraduates is related to many clinical specialties, traditional teaching of this course is likely to lead to repetition and contradiction of knowledge. Clinical medical college carried out integrated curriculum in clinical oncology for three years during the implementation of teaching reform to overcome the above-mentioned disadvantages. Teaching and research sections related to clinical oncology were horizontally integrated under the guidance of teaching affairs office; On the premise of meeting the requirements of teaching outlines, the clinical oncology in internal medicine, surgery and gynecology was systematically improved in accordance with cognitive laws. Following the previous year, PBL teaching program in clinical oncology still focused on the integration of theoretical course and probation course. After integration, the sub-specialty teacher team was gradually shaped, the teaching quality was significantly improved and the clinical thinking of medical students was enhanced. \u0000 \u0000Key words: \u0000Clinical oncology; Curriculum integration; Teaching reform; Teaching evaluation; Teaching management","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"18 1","pages":"1091-1094"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43736412","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 : 2019-11-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2019.11.017
Ping He, Wen Chen, L. Cui
Combining with the feature of ultrasound medicine and obeying the basic principle of feedback, we introduced the sandwich feedback method into standardized training of residents. By telling residents where improvement was needed, residents could clearly know their goal in the process of training. The training pass rate in the sandwich feedback method group and the traditional teaching method group were compared and the results showed that the pass rate in the sandwich feedback method group was higher than that in the traditional teaching method group, indicating that the introduction of sandwich feedback method can help residents comprehend their abilities in time and find out their shortcomings and advantages, so as to improve continuously. In addition, it would effectively supervise and urge teachers to continuously improve their teaching awareness and level. Key words: Feedback; Standardized training of residents; Sandwich feedback method; Ultrasound
{"title":"Application of \"sandwich feedback method\" in ultrasound medicine in standardized training of residents","authors":"Ping He, Wen Chen, L. Cui","doi":"10.3760/CMA.J.ISSN.2095-1485.2019.11.017","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2019.11.017","url":null,"abstract":"Combining with the feature of ultrasound medicine and obeying the basic principle of feedback, we introduced the sandwich feedback method into standardized training of residents. By telling residents where improvement was needed, residents could clearly know their goal in the process of training. The training pass rate in the sandwich feedback method group and the traditional teaching method group were compared and the results showed that the pass rate in the sandwich feedback method group was higher than that in the traditional teaching method group, indicating that the introduction of sandwich feedback method can help residents comprehend their abilities in time and find out their shortcomings and advantages, so as to improve continuously. In addition, it would effectively supervise and urge teachers to continuously improve their teaching awareness and level. \u0000 \u0000Key words: \u0000Feedback; Standardized training of residents; Sandwich feedback method; Ultrasound","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"18 1","pages":"1152-1154"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43768007","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 : 2019-11-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2019.11.018
Xiuchao Wang, Fengzhan Li, Ziwei Wang, Xu-feng Liu
In order to optimize the teaching process, improve the teaching quality, and cultivate military psychologists with high practical skills, this study explored the training model of military psychologists based on flipped classroom. First of all, the content of "psychological publicity education, psychological assessment, psychological counseling, mental illness diagnosis, psychological training and psychological service" was introduced for training military psychologists. Secondly, theoretical basis based on flipped classroom was analyzed, and coherence between students' realistic needs and student-centered learning theories was elaborated. Finally, requirements for implementing flipped classroom in the training of military psychologists were analyzed. Teachers should thoroughly understand students' actual needs, formulate targeted curriculum standards and teaching objectives, and utilize team strength to provide better service for teaching. Students should improve their study initiatives and learn actively. Teaching media should not only be the carrier of teaching content, but also meet requirements of students' self-study and teacher-guided teaching. Key words: Flipped Classroom; Military psychologists; Job training; Teaching model
{"title":"Exploring training model of military psychologists based on flipped classroom","authors":"Xiuchao Wang, Fengzhan Li, Ziwei Wang, Xu-feng Liu","doi":"10.3760/CMA.J.ISSN.2095-1485.2019.11.018","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2019.11.018","url":null,"abstract":"In order to optimize the teaching process, improve the teaching quality, and cultivate military psychologists with high practical skills, this study explored the training model of military psychologists based on flipped classroom. First of all, the content of \"psychological publicity education, psychological assessment, psychological counseling, mental illness diagnosis, psychological training and psychological service\" was introduced for training military psychologists. Secondly, theoretical basis based on flipped classroom was analyzed, and coherence between students' realistic needs and student-centered learning theories was elaborated. Finally, requirements for implementing flipped classroom in the training of military psychologists were analyzed. Teachers should thoroughly understand students' actual needs, formulate targeted curriculum standards and teaching objectives, and utilize team strength to provide better service for teaching. Students should improve their study initiatives and learn actively. Teaching media should not only be the carrier of teaching content, but also meet requirements of students' self-study and teacher-guided teaching. \u0000 \u0000Key words: \u0000Flipped Classroom; Military psychologists; Job training; Teaching model","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"18 1","pages":"1155-1159"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49562576","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 : 2019-11-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2019.11.015
J. Ke, Jin Zeng, H. Xie, Jinhong Li, Furong Ma
Objective structured clinical examination (OSCE) is an important assessment method for examining clinical thinking and clinical skills of medical students. OSCE has been applied in the quarterly phase examination in our department. According to the characteristics of otolaryngology, three stations of common items and five stations for personalized tests were set in the assessment. According to the different training that residents received during their stay in the previous department, different contents were assessed in the station for personalized examination. During the OSCE, residents took turns entering into each examine station and teachers gave scores according to the marking criteria of different station. After the examinations, two-way assessment and feedback were conducted between students and teachers. Through the practice in standardized training of residents in recent years, we found that OSCE was more comprehensive and flexible than others, which gained good application effects. Key words: Objective structured clinical examination; Otolaryngology; Standardized training of residents
{"title":"Application of objective structured clinical examination on phase examinations for otolaryngology residents","authors":"J. Ke, Jin Zeng, H. Xie, Jinhong Li, Furong Ma","doi":"10.3760/CMA.J.ISSN.2095-1485.2019.11.015","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2019.11.015","url":null,"abstract":"Objective structured clinical examination (OSCE) is an important assessment method for examining clinical thinking and clinical skills of medical students. OSCE has been applied in the quarterly phase examination in our department. According to the characteristics of otolaryngology, three stations of common items and five stations for personalized tests were set in the assessment. According to the different training that residents received during their stay in the previous department, different contents were assessed in the station for personalized examination. During the OSCE, residents took turns entering into each examine station and teachers gave scores according to the marking criteria of different station. After the examinations, two-way assessment and feedback were conducted between students and teachers. Through the practice in standardized training of residents in recent years, we found that OSCE was more comprehensive and flexible than others, which gained good application effects. \u0000 \u0000Key words: \u0000Objective structured clinical examination; Otolaryngology; Standardized training of residents","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"18 1","pages":"1143-1146"},"PeriodicalIF":0.0,"publicationDate":"2019-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48309155","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}
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