Dengqin Wang, Guohong Song, P. Sui, Fan Zhang, Kun Liu, Tingyi Chen
{"title":"虚拟病例在临床诊疗中的应用，结合PBL在诊断实验教学中的应用","authors":"Dengqin Wang, Guohong Song, P. Sui, Fan Zhang, Kun Liu, Tingyi Chen","doi":"10.3760/CMA.J.ISSN.1673-677X.2020.02.003","DOIUrl":null,"url":null,"abstract":"Objective \nTo explore the effects of virtual cases in clinical diagnosis and treatment combined with PBL in diagnostic experiments teaching. \n \n \nMethods \nFrom March to July in 2018, totally 97 students from grade 2016, five years undergraduate clinical medicine in Jining Medical University were randomly selected and divided into the experimental group (48 students) and control group (49 students). The experimental group adopted virtual cases in clinical diagnosis and treatment combined with PBL teaching method , while the control group received traditional teaching methods.At the end of experimental class, the learning outcomes of students in the two groups was valued by questionnaire survey and examinations. \n \n \nResults \nThe results of basic knowledge of diagnostics, case analysis and theoretical assessment in the experimental group were (66.7 ± 6.45), (14.3 ± 1.75) and (80.9 ± 7.36) respectively, which were better than those in the control group (62.3 ± 8.42), (13.2 ± 2.28) and (75.5 ± 9.31). The differences were statistically significant The results of questionnaire showed that compared with the control group, the students in the experimental group increased their interest in learning [39(81.2) vs 26(53.1)], their ability to collect medical history [44 (91.7) vs 32(65.3)], their communication and expression ability [40(83.3) vs 29(59.2)], their diagnostic analysis ability [38 (79.2) vs 24 (49.0)], their diagnostic thinking ability [41(85.4) vs 28(57.1)] and their satisfaction with the teaching mode [44(91.7) vs 28(57.1)], the difference was statistically significant (all P<0.05). \n \n \nConclusions \nThe application of virtual cases in clinical diagnosis and treatment combined with PBL was effective and feasible in diagnostic experiments teaching. It can improve the learning outcomes, so is better than the traditional teaching mode. \n \n \nKey words: \nVirtual clinical case; Diagnostic experiment; Teaching method; Problem-based learning","PeriodicalId":427675,"journal":{"name":"Chinese Journal of Medical Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The application of virtual cases in clinical diagnosis and treatment combined with PBL in diagnostic experiments teaching\",\"authors\":\"Dengqin Wang, Guohong Song, P. Sui, Fan Zhang, Kun Liu, Tingyi Chen\",\"doi\":\"10.3760/CMA.J.ISSN.1673-677X.2020.02.003\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Objective \\nTo explore the effects of virtual cases in clinical diagnosis and treatment combined with PBL in diagnostic experiments teaching. \\n \\n \\nMethods \\nFrom March to July in 2018, totally 97 students from grade 2016, five years undergraduate clinical medicine in Jining Medical University were randomly selected and divided into the experimental group (48 students) and control group (49 students). The experimental group adopted virtual cases in clinical diagnosis and treatment combined with PBL teaching method , while the control group received traditional teaching methods.At the end of experimental class, the learning outcomes of students in the two groups was valued by questionnaire survey and examinations. \\n \\n \\nResults \\nThe results of basic knowledge of diagnostics, case analysis and theoretical assessment in the experimental group were (66.7 ± 6.45), (14.3 ± 1.75) and (80.9 ± 7.36) respectively, which were better than those in the control group (62.3 ± 8.42), (13.2 ± 2.28) and (75.5 ± 9.31). The differences were statistically significant The results of questionnaire showed that compared with the control group, the students in the experimental group increased their interest in learning [39(81.2) vs 26(53.1)], their ability to collect medical history [44 (91.7) vs 32(65.3)], their communication and expression ability [40(83.3) vs 29(59.2)], their diagnostic analysis ability [38 (79.2) vs 24 (49.0)], their diagnostic thinking ability [41(85.4) vs 28(57.1)] and their satisfaction with the teaching mode [44(91.7) vs 28(57.1)], the difference was statistically significant (all P<0.05). \\n \\n \\nConclusions \\nThe application of virtual cases in clinical diagnosis and treatment combined with PBL was effective and feasible in diagnostic experiments teaching. It can improve the learning outcomes, so is better than the traditional teaching mode. \\n \\n \\nKey words: \\nVirtual clinical case; Diagnostic experiment; Teaching method; Problem-based learning\",\"PeriodicalId\":427675,\"journal\":{\"name\":\"Chinese Journal of Medical Education\",\"volume\":\"40 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Chinese Journal of Medical Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.02.003\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chinese Journal of Medical Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3760/CMA.J.ISSN.1673-677X.2020.02.003","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The application of virtual cases in clinical diagnosis and treatment combined with PBL in diagnostic experiments teaching
Objective
To explore the effects of virtual cases in clinical diagnosis and treatment combined with PBL in diagnostic experiments teaching.
Methods
From March to July in 2018, totally 97 students from grade 2016, five years undergraduate clinical medicine in Jining Medical University were randomly selected and divided into the experimental group (48 students) and control group (49 students). The experimental group adopted virtual cases in clinical diagnosis and treatment combined with PBL teaching method , while the control group received traditional teaching methods.At the end of experimental class, the learning outcomes of students in the two groups was valued by questionnaire survey and examinations.
Results
The results of basic knowledge of diagnostics, case analysis and theoretical assessment in the experimental group were (66.7 ± 6.45), (14.3 ± 1.75) and (80.9 ± 7.36) respectively, which were better than those in the control group (62.3 ± 8.42), (13.2 ± 2.28) and (75.5 ± 9.31). The differences were statistically significant The results of questionnaire showed that compared with the control group, the students in the experimental group increased their interest in learning [39(81.2) vs 26(53.1)], their ability to collect medical history [44 (91.7) vs 32(65.3)], their communication and expression ability [40(83.3) vs 29(59.2)], their diagnostic analysis ability [38 (79.2) vs 24 (49.0)], their diagnostic thinking ability [41(85.4) vs 28(57.1)] and their satisfaction with the teaching mode [44(91.7) vs 28(57.1)], the difference was statistically significant (all P<0.05).
Conclusions
The application of virtual cases in clinical diagnosis and treatment combined with PBL was effective and feasible in diagnostic experiments teaching. It can improve the learning outcomes, so is better than the traditional teaching mode.
Key words:
Virtual clinical case; Diagnostic experiment; Teaching method; Problem-based learning
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