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find Keyword "临床见习" 5 results
  • Effect of PBL Teaching Method in Clinical Practice of Diabetes Nursing

    Objective To study the effect of PBL teaching method which was applied in the clinical practice of diabetes nursing, and to analyze its advantages and shortages. Methods Seventy-seven undergraduates in major of nursing were randomly grouped into two: one as an experimental group was taught with PBL teaching method, while the other as a control group was taught with traditional teaching method. The questionnaire and final examination were adopted to analyze the teaching effect. Results The effect of PBL teaching method was better in the experimental group for stimulating learning motivation, helping students to closely combine the theory and practice, and promoting communication ability. However, there was no statistical difference in final examination between the two groups (Pgt;0.05). Conclusion PBL teaching method is much better than traditional teaching method in clinical nursing practice of internal medicine, for it can guide students to get the approaches for solving problems and cultivate their integrated diathesis and other abilities.

    Release date:2016-09-07 11:09 Export PDF Favorites Scan
  • 交互式教学在医学留学生见习课堂中应用

    目的探讨交互式教学模式在留学生临床见习中的应用及效果,为完善留学生临床见习课教学方法,提高临床见习带教质量提供参考。 方法选择2012年9月-2013年1月在四川大学见习的留学生77名,针对留学生临床见习和特殊性的学习特点及见习要求,尝试采用交互式教学模式,并采用座谈会及无记名问卷调查方法,在学生见习结束后就交互式教学模式效果的满意度进行统计分析。 结果77名留学生中共有64名完成有效问卷调查,其对小组病例讨论满意度最高,为87.1%;临床进展专题讲座和专人带教上满意度较低,仅为72.6%和62.4%,这两点尤为需要改善。 结论交互式教学模式有助于留学生临床见习效果的提高,但目前见习教师安排在一度程度上不利于留学生见习,有待改进及完善。

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  • Application of problem-based learning combined with team-based learning methods in clinical probation teaching of bone tumor

    ObjectivesTo compare the role of problem-based learning (PBL) combined with team-based learning (TBL) methods with traditional lecture-based learning in the clinical probation teaching of bone tumor and explore which teaching method is more suitable for clinical probation teaching of bone tumor.MethodsThe 60 students of the 2013 grade five-year program medical students in West China Clinical College of Sichuan University who were undergoing clinical probation teaching in the orthopedic bone tumor subspecialty of West China Hospital of Sichuan University in April 2017 were randomly divided into 2 groups. The trial group adopted PBL combined with TBL teaching method, the control group adopted traditional teaching method. The general situation of the two groups of students were compared. After the end of the probation, the two groups of students’ knowledge mastery, comprehensive ability and satisfaction were compared.ResultsThere was no significant difference in the gender composition and the assessment scores of the last semester diagnostics course of the two groups of students (P>0.05). After the probation, in terms of knowledge mastery, the trial group’s theoretical test scores (89.13±3.47 vs. 87.03±2.99; t=2.511, P=0.015), teacher evaluation (88.33±4.48 vs. 85.90±3.96; t=2.231, P=0.030) and student evaluation (89.83±2.97 vs. 87.47±2.91; t=3.117, P=0.003) were better than those of the control group. In terms of comprehensive ability, the trial group’s ability in reasoning and induction, information management, goal completion, and communication (17.90±1.09, 18.00±0.91, 18.00±1.02, 17.90±1.13) were better than those of the control group (17.20±1.13, 17.13±1.20, 17.10±1.24, 16.83±1.29), the differences were statistically significant (P<0.05). There was no statistically significant difference in satisfaction between the two groups of students (P>0.05).ConclusionsPBL combined with TBL methods can improve the effect of clinical probation of bone tumors, deepen mastery of professional knowledge, improve comprehensive ability, and improve teaching quality.

    Release date:2020-11-25 07:18 Export PDF Favorites Scan
  • Application of interactive teaching model in orthopaedic trauma clinical probation during coronavirus disease 2019 epidemic

    Objective To explore the shortcomings of the traditional clinical probation teaching mode, propose and implement the interactive teaching mode, so as to stimulate the students’ interest in knowledge and achieve better teaching effects. Methods The students of Grade 2017 who had clinical probation in the Orthopaedic Trauma Center of West China Hospital of Sichuan University from September 2020 to December 2021 were selected. Students were randomly divided into traditional clinical probation teaching mode group and interactive teaching mode group according to random number table method. Wechat mini program anonymous questionnaire survey was used to evaluate students’ satisfaction with the interactive teaching model of orthopaedic trauma and the teaching effect. Results A total of 110 students were enrolled, 55 in the traditional clinical probation teaching mode group and 55 in the interactive teaching mode group. There was no significant difference in gender or age between the two groups (P>0.05). The students in the interactive teaching mode group were better than those in the traditional clinical probation teaching mode group in orthopedic theory test (90.13±3.65 vs. 88.39±3.74; t=2.469, P=0.015) in the orthopedic theory test, teacher evaluation (89.15±2.94 vs. 87.56±3.12; t=2.751, P=0.007) and student self-evaluation (89.07±3.18 vs. 87.41±2.89; t=2.865, P=0.005). The teaching satisfaction of the interactive teaching group was higher than that of the traditional teaching group (96.36% vs. 87.27%; Z=−2.159, P=0.031). Conclusion Interactive teaching mode can effectively stimulate students’ interest in knowledge seeking, improve the enthusiasm and interaction of clinical probation, and effectively improve the satisfaction of undergraduate orthopaedic trauma clinical probation teaching.

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  • EBM联合PBL教学模式在医学本科生临床见习中的应用

    提高医务人员的临床业务能力,培养更多具备扎实临床技能的医务人员,可以满足人民对高质量健康生活的不断追求。而如何立足临床医学本科教育,积极探索先进的教学模式,是培养优秀临床医生的基石。将循证医学(Evidence based medicine,EBM)引入到问题导向学习(Problem based learning,PBL)教学法中,可以更加高效地提高学生发现问题并寻找问题答案的积极性,为将来快速提升临床疾病处理能力奠定扎实基础。本研究将四川大学华西临床医学院的临床见习本科生作为研究对象,按照随机数字表将学生随机分为PBL组和EBM+PBL组,评估对比两种教学模式的教学效果和满意度。结果发现,与PBL组相比,EBM联合PBL教学模式可以充分激发学生的主动学习意识,提高临床相关知识的掌握情况,培养学生的临床思维能力与团队合作精神,为将来成为一名合格的临床医师奠定基础。

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