ObjectiveTo explore the feasibility of introducing student-standardized patients in the teaching reform of medical nursing course. MethodsWe chose four classes of nursing students from grade 2012 between September and December 2014 as the research subjects.Cluster sampling was used to choose two classes of 84 nursing students randomly as trial group, who received student-standardized patients in their practical learning; while the rest 2 classes of 83 students were chosen as control group, who received traditional teaching method.The course scores and the effect evaluation were compared between the two groups. ResultsThe basic knowledge test score of the trial group 31.28±4.81 was not significantly different from that of the control group 32.10±2.15(P > 0.05).The case analysis test score of the trial group 54.36±3.45 was significantly higher than that of the control group 43.12±1.37(P < 0.05).The communication ability, health education ability, skill operation ability and professional quality score of nursing students in the trial group were also significantly higher than those in the control group (P < 0.05). ConclusionIntroducing student-standardized patients in practical teaching of medical nursing can improve the teaching effect and students' comprehensive ability.
The teaching of Clinical Pharmacology plays a very important role in medical education. In this article, we introduce our exploration and practice in Clinical Pharmacology course in West China Hospital of Sichuan University, which combines Good Clinical Practice with teaching methods such as problem-based learning and case-based learning. Furthermore, we analyze the actual effects in optimizing teaching content, renewing teaching mode, and improving teachers’ teaching ability, etc. We hope this article could provide new ideas for the teaching reform of undergraduate Clinical Pharmacology course.
Objective To explore the application and effects of Seminar case teaching method in teaching surgical nursing. Methods Nursing students of the Yiyang Junior Medical College were divided into two groups (140 students/group). Seminar case teaching was applied in the trial group, while traditional teaching method (classroom teaching or instruction) was applied in the control group. The two groups used the same materials, and were taught by the same teacher team during the same course. After the courses, surgical knowledge and skills were evaluated using theory exams and operation tests (tools included communication ability scale as well as the California Critical Thinking Dispositions Inventory Scale for students’ ability and quality levels, and an anonymous questionnaire for teaching satisfaction) were analyzed between the two groups. Results The scores of the trial group were higher than those of the control group in theory exams and operation tests, with a significant difference (Plt;0.01). The before-after score differences of communication skills and critical thinking ability of the trial group were also higher than those of the control group, with a significant difference (Plt;0.01). The result of the anonymous questionnaire showed that, the students in the trial group had better satisfaction about Seminar case teaching method. Conclusion Seminar case teaching method applied in surgical nursing teaching is feasible and effective, which is better than traditional teaching method in improving knowledge, ability, and quality of nursing students.
Objective To summarize the online practice teaching experience in laboratory medicine during the coronavirus disease 2019 (COVID-19) epidemic, and explore a new practice teaching mode of laboratory medicine which can provide a reference for improving the efficiency and quality of laboratory medicine education. Methods From June 8th, 2020 to June 30th, 2020, an online questionnaire survey was conducted in teachers and students who participated in online internship teaching and learning during the COVID-19 epidemic to evaluate the effect of online internship teaching and compare the advantages and disadvantages of online and offline internships. ResultsA total of 65 valid questionnaires were collected from 35 students and 30 teachers. There was no statistically significant difference in the satisfaction scores of intern students between online and offline internships [median (minimum, maximum): 100 (80, 100) vs. 100 (80, 100), P>0.05]. Among the teachers surveyed, 90.0% thought that the pre-teaching preparation for online internship teaching was more complicated and time-consuming, 60.0% thought that the online teaching was more difficult, and 63.3% thought that online internship could not achieve the expected results. Both the teachers and students believed that online and offline internships had their own advantages and disadvantages, and they could learn from each other. Conclusions The present online practice model cannot replace the traditional offline practice. A diversified practice model combining online and offline can help further develop and improve medical laboratory practice teaching.
ObjectiveTo analyze the methods and effects of the reformation of undergraduate course of geriatric nursing in China. MethodsIn the spring semester of 2012 and 2013, we implemented the experiential scenario teaching and autonomous group learning with simulation and heuristic teaching method, and the nursing undergraduates were given scale of Kogan's attitude toward older people and Palmore's Facts on Aging Quiz 1 for investigation. The attitude to and knowledge on the elderly were compared before and after the study. Meanwhile, we also surveyed the interest in geriatric nursing among the students. ResultsThe interest in, attitude to and knowledge on the elderly among the students increased considerably after the teaching reformation. ConclusionThe undergraduate course teaching reformation of geriatric nursing with the simulation and heuristic teaching method has achieved good effects, and it can be widely used in geriatric nursing teaching in China. In the future, the reformation should focus on improving the students' professional interests and career choice.
Objects The center of Evidence Based Medicine (EBM) in China has organized several extra-curricular trainings in summer vacations for medical students, so as to enable them get involved in the practice of Evidence Based Medicine, we were wondering whether these training courses served as an effective supplement to EBM education in class and what it exactly brought to us, with a primary concern about research capability in field of EBM. Methods We conducted questionnaire survey with undergraduate students whose enrolling years range from 2001 to 2005 in West China Medical School of Sichuan University, and divided them into a stratification of five groups according to enrolling years. Then we paired the trained students with untrained ones at a ratio of 1׃2. The final number of included students was 216, of which 72 had been trained while other 144 had not. Epidata 3.0, Excel and SPSS 13.0 were used for data collecting and analyzing, respectively. Chi-square test was adopted for result interpretation. Results Compared to those without training experience, trained students were prone to choose medical specialized databases (Plt;0.05) when they search for some academic publications. In terms of selecting and quality evaluation, the trained were more dependent on systematic reviews (Plt;0.05). Meanwhile, they also showed critical thinking more than that of untrained (Plt;0.05). In addition, the fruit of published theses was in favor of those trained ones. Conclusions Those who have taken part in extra-curricular training of EBM surpass those untrained in ability of scientific research. To some extent, we are still in shortage of educational resources; this extra-curricular training course can play a complementary role for EBM education, as effective and necessary.
Objective To explore the model and significance of medical and surgical nursing teaching reform, so as to promote the development of academic disciplines and the quality-oriented education.Methods With the method of cluster sampling, the reform object of four-year nursing undergraduates of Grade 2006 and 2007 of Sichuan University, the reform content of the neurological system recorded in both medical and surgical nursing taught in the semester of Autumn 2008 and Autumn 2009, and with the pilot reform of neuropathies nursing teaching, the integration of medical and surgical nursing teaching reform was performed through lesson preparations, theoretical classroom instruction and clinical probation. Results The medical and surgical nursing teaching reform obtained a significant result. Compared with the undergraduates without integration reform of Grade 2004 and 2005, the students of Grade 2006 and 2007 were more satisfied (92.25 vs. 72.97; χ2=19.806, P=0.000) with both the increased real benefited academic hours and the double-increased clinical probation hours without any change of the total teaching hours. Conclusion The integration teaching of both medical and surgical nursing can promote the cultural convergence, and is conducive in fostering students’ holistic thinking and in integration and effective uses of resources.
改革教学模式，激发学习兴趣，提高教学质量是教师的责任，也是教师孜孜不倦的追求。针对医学免疫学教学中存在的问题，交替采用比喻法、探究法、讨论法、设问引导法、案例法等多种教学方法和形式，改进教学效果，增强学生的学习兴趣和学习积极性，使教学质量显著提高，并受到广大学生的一致肯定和好评。
" Inquiry-small class” teaching mode is a novel teaching method aimed at cultivating the clinical capability and professionalism and promoting comprehensive development of medical students. Small-class teaching mode prioritize students and promotes deep interaction between teaching and learning. Therefore, integrating small class teaching into large class teaching is essential. This paper attempts to explore the applications and prospects of " Inquiry-small class” teaching mode in clinical medicine education through summarizing teaching concept and design, learning resources, exam reform, teacher-student interaction and other aspects of the course " endocrine and metabolic disease (bilingual)”, offered by West China School of Medicine in Sichuan University, so as to provide more reference for the future " Inquiry-small class” teaching reform.
Clinical practice is very important in clinical pharmacology education. However, there are some deficiencies in this field in China. Clinical trial institutions in China are medical institutions that are qualified to undertake drug clinical trials. There are hardware and software for clinical pharmacology practice, and high-quality teaching personnel with medical, teaching, and scientific research backgrounds in the clinical trial institutions, which can be used as clinical pharmacology teaching practice bases. Therefore, this article discusses the practice of clinical pharmacology teaching reform using clinical trial institutions as a practical platform, and aims to put forward teaching reform ideas that combining students’ clinical pharmacology research practice on the basis of theoretical teaching.