Objective To explore the effect of applying evidence-based medicine theory to quality management in long-term-system clinical medicine teaching. Methods We introduced the concept of evidence-based quality management system of clinical medicine to the delivery of teaching with Internet-based teaching quality real time supervision system as the core. A special quality scale was used to assess the teaching quality of teachers and the results were analyzed by SPSS 10.0 using u test. Results The system stored 853 280 pieces of data from the years 2001 to 2003. Up to 96.4% (275/285) of the evaluated topics scored over 85 points. Whether the teachers had overseas experience or not and whether their ages were over 45 or not had no significant influence on the teaching quality (P ＞0.05), but their degrees had influence on the teaching quality (P ＜0.05). Conclusion In long-term-system clinical medicine teaching quality management, we should apply the concept and approach of EBM to our practice so that we can ensure that the teaching quality of long-term-system clinical medicine will improve steadily.
目的 分析当前医患沟通学课程教学中存在的问题，探索提高教学质量的有效途径。 方法 2011年12月－2012年1月通过收集相关文献及实际教学中有关医患沟通的事例，对医患沟通中存在的问题进行归类梳理，并针对各结症提出解决措施及建议。 结果 目前国内医患沟通学教学中存在以下问题：医学生对医患沟通学课程不够重视；缺乏系统的教学质量考评体系；医患沟通学课程的理论与实践课学时比例缺乏科学的设置标准；教学方式、课程开设对象等不统一。 结论 要提高医患沟通学教学质量，其提高医学生对沟通能力重要性的认识是前提，建立健全医患沟通学课程的教学模式和考核体系是关键，为学生构建早期接触临床实践的平台是保障。
ObjectiveTo set up the evaluation form for classroom teaching quality in nursing humanities concern education, in order to conduct the evaluation on nursing teachers in their teaching of humanistic concern in their nursing class teaching. MethodsWe applied the Delphi approach to consult 16 nursing experts to screen the evaluation indicators combining with the method of dispersion degree. Analytic hierarchy process was carried out to determine the indicator weight to establish the evaluation form. Then we used the form to investigate a small sample of 37 nursing teachers. According to the test results, we checked the reliability and validity of the evaluation form. ResultsThe evaluation form was finally determined. It consisted of five level-1 indicators as well as 23 level-2 indicators. The results of Cranach's α showed that the internal consistency reliability and sensitivity of the evaluation form were very high. The results of Spearman correlation analysis showed that the construction of the evaluation form was quite reasonable. The results of factor analysis showed that the discriminant validity of the evaluation form was quite good. ConclusionThe evaluation form is true, credible and reasonably built. It may be used for self-assessment by the teachers, mutual evaluation as well as evaluation of teachers by leaders or experts for the assessment of humanistic teaching in nursing classes.
Objective To explore the strategies of improving the teaching quality of complete physical examination in diagnostics. Methods A total of 314 medical students' surveys relating to contents and skills of complete physical examination in Diagnostics were accomplished. Problems in the teaching quality of the complete physical examination were selected and countermeasures were determined by analyzing scores and performance of students. Results Among 192 items in a complete physical examination, students mastered poorly in 77 (40.1%) items, and especially poorly in 14. Skills of a comprehensive physical examination, including examination without repetition, inversion, omission and skills of palpation and percussion, were difficult to acquire. Conclusion It is helpful to improve the teaching quality of a complete physical examination by analyzing the problems in the physical examination to formulate the teaching objectives and optimize teaching methods.