Objective To evaluate the effect and significance of PBL in clinical skills experiment teaching center (CSETC). Methods A total of 60 undergraduates in major of clinical medicine were divided into two groups according to their student ID. The control group (n=30) was set in an ordinary small classroom, while the experimental group (n=30) was in CSETC for fully using the teaching resources there. Both groups were taught with PBL method by same teachers, and the integrated final examination and questionnaire were adopted to evaluate the teaching effect. SPSS was used for statistical analysis. Results All 8 participated teachers believed that carrying out PBL in CSETC could promote teachers’ professional development, alleviate the shortage of teachers and classroom, increase the utilization ratio of CSETC, and improve the teaching quality. The results of survey on students showed that, compared with the control group, information management ability and clinical skills of students were improved obviously (Plt;0.01). Although there was no difference in total score of final exam, the experimental group was markedly higher than the control group in the score of clinical skill subject (Plt;0.01). Conclusion Carrying out PBL in CSETC can improve teaching quality, and clinical skills and information management ability of students. It is helpful to alleviate the shortage of teachers and classroom, and promote the teaching standards of CSETC.
Objective To explore the short term and long term effectiveness of the problem-based learning (PBL) in clinical skill training. Methods A total of 162 clinical medicine undergraduates in Grade 2003 (7-years study) and 2004 (5-year study) who were supposed to intern in the internal medicine departments were randomly divided into the PBL group (n=75) and the control group with traditional training (n=87) for having their clinical skills training. Then t test was applied to compare the two groups about the scores of intern rotation examination and graduate OSCE as well. Results About the baseline: the students in the two groups got similar scores in their internal medicine exam before clinical intern rotation (84.04±7.40 vs. 82.63±8.77, P=0.287). About the short term effectiveness: compared to the control group, the students in the PBL group got higher subjective evaluation from their supervised clinicians (P=0.006). In writing examination, the students of those two group got similar scores in knowledge part (54.17±9.26 vs. 51.67±9.56, P=0.92), while the PBL group won in case reasoning question (20.39±5.27 vs. 16.51±4.90, Plt;0.001). About the long term effectiveness: in the graduate OSCE, the two groups got similar scores in skills operation such as punctures and lab results analyses (P=0.567 and P=0.741), while the students in the PBL group had better performance at the case reasoning and standard patients treating (75.59±9.85 vs. 71.11±12.01, P=0.027). Conclusion With the great short term and long term effectiveness, the PBL applied in the clinical skill training improves the students’ ability of both synthesized analyses and the integrated clinical skills such as clinical thinking and interpersonal communication, but doesn’t aim at the basic knowledge and operation skills.
Evidence-based psychotherapy is an idea and performance reform in the clinical practice of psychology which is influenced by evidence-based medicine. It proposes to integrate the best available evidence provided by researchers, the clinical expertise of practitioners, and the patient’s characteristics, cultures and preferences, so as to achieve the best treatment. The development of evidence-based psychotherapy can be divided into two stages: empirically supported treatments and evidence-based practice. This paper reviews existing problems as well as developing tendencies.
【摘要】 目的 分析护理基本技能考核评分误差产生的原因。 方法 使用单因素方差分析法对我校高中起点三年制护理专业2006级440名学生及2007年某校护理专业高中起点三年制护理专业2006级281名学生的护理基本技能考核成绩进行分析，并从2006级440名学生中随机抽取129名学生利用自制问卷进行调查。 结果 考核项目和监考教师不同是造成学生护理基本技能考核成绩评分存在误差的主要原因。 结论 监考教师应统一并细化考核标准及制定护理基本技能考核项目难度系数。【Abstract】 Objective To analyze the reasons of grading error in nursing basic technique examination. Methods The results of nursing basic technique examination of 440 three-year-college students in grade 2006 majored in nursing in Cangzhou Medical College and 281 three-year-college students in grade 2007 majored in nursing in Hebei Provincial Medical College were retrospectively analyzed by one-factor analysis of variance, and 129 students who were selected randomly from the students in grade 2006 were investigated via a self-made questionnaire. Results The reasons of grading error were different assessment items and different invigilators. Conclusion Unifying the difficulty level and the standard of the assessment may decrease the grading errors in nursing basic technique examination.