Objective Investigate the effectiveness of problem-based learning (PBL) in teaching of evidence-based medicine for undergraduates.Methods Participating students from four of eight classes with major of clinical medicine in Grade 2006 were assigned to the lecture-lased learning (LBL) group (50 students) and the PBL group (46 students), and each group had two classes. The examination scores, questionnaire, and seminars were used in combination to evaluate the teaching effectiveness. SPSS 11.5 software was used for statistical analyses. Results The baseline characteristics were balanced between the two groups because no difference was found in aspects of taking part in literature or information retrieval training, research project, undergraduate starting an undertaking plan and social survey, as well as getting known of evidence-based medicine, clinical epidemiology and PBL. The evaluation results of teaching effectiveness showed that, a) About the examination score, there was a significant difference between the two groups (Plt;0.05); the score of the PBL group was higher than that of the LBL group in aspects of fundamental knowledge, issuing question, retrieving evidence, evaluating evidence, applying evidence and total score; and b) About the attitude towards LML, there was a significant difference between the two groups about whether the LBL was beneficial or not to improve positive study, study interest, participation willingness, aggregate analysis ability, speech ability, self-study ability, information acquisition ability, information analyses and utilization ability, problem analyses and solving ability, combination of theory and clinic, communication between teachers and students, team cooperation and so on; but there was no significant difference between the two groups (Pgt;0.05) in aspects of improving learning efficiency, better understanding theory leader from class, improving writing ability and practicing ability; 97.83% of the students in the PBL group thought that PBL was suitable for themselves which should be introduced into other course teaching; 48.00% of the students in the LBL group thought that the current LBL teaching mode was not suitable for undergraduate, while 28.00% of the students in the LBL group thought that the current teaching mode should get reformed. Conclusion The PBL teaching mode is beneficial for undergraduates to better training clinical thinking, improve the ability of problem construction, aggregate analyses, literature retrieval, language express and exploratory innovation, and fully improve the quality of evidence-based medicine teaching. The PBL teaching method is suitable for teaching of evidence-based medicine for undergraduate medical students.
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.
Objective To explore the method of teach evidence-based medicine (EBM) for medical postgraduates through by analyzing EBM examination paper in 2003 and 2004.Methods Participants: Two hundred and twenty one second year medical postgraduates who selected EBM course in 2003 and 2004 were included. Examination: Two parts were included in 2003: A test of EBM knowledge with open book in class (80 points) and an evidence-based case report on five steps of evidence-based practice (15 points). In 2004, the students were required to present an evidence-based case report on five steps of evidence-based practice (80 points). Evaluation: Based on the principle of EBM and five steps of evidence-based practice, we worked out an unified criteria and independently evaluated all examination papers. All scores were converted into the hundred percentage point system. Results The distribution of the mean score in 2003 was nearly normal and in 2004 was skewed. The mean score (standard deviation) was 75.5 (6.5) points in 2003 and 69.8(11.8) points in 2004. The passing grade rate was 97.4% in 2003 and 95.3% in 2004. The comparison between basic knowledge of EBM and skills of EBM in 2003: The mean score (standard deviation) was 62 (6.4) in basic knowledge of EBM and 55.1(16.7) in skills of EBM. Feedback from students: About 80% students thought EBM course was very helpful; about 95% students mostly achieved their expected goals.Conclusions We should teach and lead students to the method of self-directed learning and help them develop skills to use EBM in clinical practice.
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.
Objective To find the best teaching method of summer EBM course to help students understand and apply EBM principles in research. Methods Training medical students to participate in an international team of clinical research for best evidence. We used a step-by-step method to teach how to write Cochrane systematic review and apply its method to other researches. Results Since our training program was launched three years ago, 38 medical students have taken part in the training. Five Cochrane systematic reviews and 19 protocols were published in The Cochrane L ibrary. Three medical students were the principal investigators and played an important role in another 2 studies. Seven articles were published in Chinese medical key journals, and 1 was indexed by SCI. Eleven students were funded to participate in the international academic conferences.Conclusions Medical students will benefit from taking part in the EBM research. This activity will help them not only understand method of clinical research and EBM , improve the quality of research and their cooperative skills but also master related clinical knowledge.
Objective To explore teaching effects of case-based learning (CBL) in abdominal physical examination in diagnostics. Methods Among 83 undergraduates in grade 2007 and in major of 8-year clinical medicine were randomly divided into two groups. Under the same conditions, 41 in the CBL group were taught with CBL method, while the other 42 in the control group were taught with traditional teaching method. Their scores in standard patient (SP) practice assessment of abdominal physical examination, examination of abnormal abdominal signs, ability to analyze and write medical records, and right answers to abdominal examination in final exam were compared. Meanwhile, questionnaire surveys were distributed to them after class. Results There was no significant difference between the two groups in the scores of SP practice assessment or medical record writing and analyzing, but the CBL group was obviously superior to the control group in the tests of abnormal abdominal signs and the right answers to abdominal examination in final exam (Plt;0.05). The questionnaire surveys revealed that the CBL group obviously scored higher in the following 3 items: increase the learning interest and commitment, strengthen the ability to analyze and solve problems, and improve the ability to combine theory and practice (Plt;0.05). Conclusion CBL method has an obvious advantage to improve the teaching quality in abdominal physical examination in diagnostics.
ObjectiveTo explore the teaching effects of case-based learning (CBL) as an educational strategy in digestive diseases module teaching. MethodsSixty-three oral and dental medical senior students were randomly divided into two groups during February to June 2012. Among them, 31 students were enrolled in the CBL group accepting CBL teaching method based on certain cases, while the other 32 students were designated into the control group receiving traditional teaching method. Their scores in practice skill examination, analytical ability of medical records, module test scores and behavior observation results were compared. Questionnaire survey was performed for students in the CBL group. ResultsThere were no significant difference in scores of clinical practice skill examination and behavior observation results between the two groups (P>0.05). Students in the CBL group did significantly better in case analysis and module test scores (P<0.05). Questionnaire survey revealed that CBL method could significantly improve the learning interest, cultivate the ability to combine theory and practice, strengthen analytical skills and promote problem-solving abilities. The students were generally satisfied with the CBL teaching method. ConclusionCBL method has an obvious advantage in digestive diseases teaching.