Objective To observing about how effect is the education prescription using by the medical students, looking into whether the manner can attach the students attention and improve on the retrieval ability for them. Methods Choosing one of the cases come from PubMed and drawing out a clinical question. Asking total 100 students to search literature and write search strategy, search results and the reason about the results by chosen (similar to appraisal evidence), and their self-evaluation of this process. Results Of the 100 students, 96 (96%) searched PubMed/MEDLINE, and 79 (79%) searched second research database, 28 (28%) searched Science Citation Index (Web of Science), 38 (38%) chosen one of ten articles according with the articles chosen by the overseas doctors. We found no students weren’t interesting in the education prescription, but 65 (65%) didn’t think the education prescription be easy achieved, at the same time they mentioned that the retrieval problems were solved or profited came from the practice. Conclusions Filling education prescription can attract students attention and induct them to learn the basic concept of EBM, and to practice how to searching evidence and the feedback of students can help improve on teaching work.
ObjectiveTo explore the actual effect of “graphic-sequenced memory method” in teaching electrocardiogram (ECG). MethodsOne hundred students were randomly divided into a traditional teaching group (n=50) and an innovative teaching group (n=50) in May, 2014. Teachers in the traditional teaching group utilized the traditional teaching outline, and teachers in the innovative teaching group received training in the new teaching method and syllabus. All students took an examination in the final semester by analyzing 20 ECGs from real clinical cases and gave their ECG reports. ResultsThe average ECG reading time was (32.0±4.8) minutes for the traditional teaching group and (18.0±3.6) minutes for the innovative teaching group. The average ECG accuracy results were (43.0±5.2)% for the traditional teaching group and (77.0±9.6)% for the innovative teaching group. ConclusionsECG learning is an important branch of the cardiac discipline, but ECG’s mechanisms are intricate and the learning content scattered. Textbooks tend to make students feel confused due to the restrictions of the length and format of the syllabi, and there are many other limitations. Graphic-sequenced memory method is a useful method which can be fully used in ECG teaching.
ObjectiveTo investigate the basic situation of existing medical English teaching methods and objects, develop medical English course content and teaching methods, and evaluate teaching effectiveness. Methods The existing medical English teaching methods were summarized based on literature retrieval, and both the basic level of medical students and data related to teaching effectiveness were collected by questionnaire surveys. Results Medical English teaching could be optimized by adjusting the content of medical English teaching, increasing the proportion of English teaching, and emphasizing the application of emerging electronic products in extracurricular English learning. Teaching methods could adopt various forms such as flipped classrooms. A questionnaire survey showed that most of the students (64.94%) were not satisfied with their current English level. These students fully recognized the importance of medical English. Based on the above results, medical English courses were offered in two semesters. This course adopts theoretical lectures, small-class teaching and other teaching methods. Scenario simulation and flipped classroom were also used. Conclusion Medical English courses should include medical vocabulary, clinical medical English, vocational medical English and academic medical English. Flipped classroom and other teaching methods should be flexibly applied.