ObjectiveTo compare the three-dimensional (3D) laparoscopic simulator with two-dimensional (2D) laparoscopic simulator in training of laparoscopic novices.MethodsBetween January 2018 and December 2019, surgical residents from Chinese PLA General Hospital were enrolled, which were grouped into 3D and 2D group. After receiving training program, novices in both two groups subject to performance examination, including bean-picking module, exchange module, transfer module, needle-manipulating module, and suture module. Times and errors were compared between the two groups for each module.ResultsA total of 16 novices in 3D group and 15 novices in 2D group were enrolled, and baseline characteristics including age, gender, major hand, glass wearing, laparoscopic experience, and shooting game experience were well balanced between the two groups (P>0.05). There were comparable times and errors between the two groups in terms of bean-picking module and exchange module (P>0.05). The time of transfer module and needle-manipulating module was not significant between the two groups (P>0.05), but novices in 3D group performed more precise than those in 2D group (P<0.05). In suture module, 3D group had shorter time (P=0.02) and higher accuracy (P=0.03).Conclusion3D laparoscopic simulator can shorten novice performance time in complex procedures, improve accuracy, and facilitate laparoscopic training.
Objective To evaluate the feasibility and significance of problem-based learning (PBL) in orthopedic internship. Methods A total of 315 students in grade 2002 were involved in PBL during their internship in the Department of Orthopedics at the First Affiliated Hospital of China Medical University, Shenyang, China. Teaching effectiveness was evaluated with a questionnaire and an ability examination. The results of PBL teaching during different semesters were compared, and the feasibil ity and significance of PBL were analyzed. Results Students who participated in PBL were in a dominant position and were more active in the learning process. The PBL pattern could improve students’ ability to identify, analyze and solve problems, and also contribute to fostering and enhancing their clinical thinking. This could help them solve the problems that emerged from the theory curriculum.Conclusions The PBL pattern used in the orthopedics internship has advantages and practical significance, which are applicable in modern medical teaching practice.
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.
Objective To investigate the role of participation in academic student associations in enhancing the scientific innovation capability and comprehensive quality of undergraduate medical students. MethodsThis study was conducted from November to December 2022. Undergraduate medical students majoring in clinical medicine (five-year program) in grade 2017 and 2018 at West China School of Medicine of Sichuan University were included in the study. These students were divided into two groups based on their participation in a five-star academic student associations of West China School of Medicine: the exposure group and the control group. The study compared the average scores of compulsory courses during the first four years of undergraduate study, competency multi-station assessment scores, comprehensive quality assessment scores, and scientific innovation capability between the two groups. Subgroup and stratification analyses were also conducted based on grade level and average scores of compulsory courses. Results A total of 433 students were surveyed. Among them, there were 348 students in the control group and 85 students in the exposure group. The average scores of compulsory courses, competency multi-station assessment scores, comprehensive quality assessment scores, and scientific innovation capability of students in the exposure group were higher than those of students in the control group (P＜0.05). Similar results were observed in subgroup analysis by grade level. The sub group analysis of the average scores of compulsory courses showed that in tertileⅠ(≥ 85 and ≤ 100 points) and tertileⅡ (≥ 80 and<85 points), the competency multi-station assessment scores, comprehensive quality assessment scores, and scientific innovation capability of the exposure group were higher than those of the control group (P<0.05). However, in tertile Ⅲ (>0 and<80 points), the exposure group showed better scores in competency multi-station assessment scores and scientific innovation capability than the control group (P<0.05). Conclusion Participation in academic student associations can effectively improve the scientific innovation capability and comprehensive quality of students with medium and above grades.
ObjectiveTo preliminarily explore application and effectiveness of stimulation learning based on a live demonstration system in hepatobiliary surgical training, using laparoscopic cholecystectomy (LC) as an example. MethodsFrom March 2023 to February 2024, 60 surgical residents undergoing a 4-month standardized residency training at the Liver Transplant Center of West China Hospital, Sichuan University, were randomly assigned into an observation group (n=30) and a control group (n=30) using a random number table. The observation group received stimulation learning based on the live demonstration system, while the control group received traditional teaching methods. At the end of the training, both groups underwent an operative assessment on LC and completed a resident satisfaction questionnaire. Operative assessment used critical view of safety (CVS) scoring to evaluate surgical safety. Resident satisfaction was assessed using a self-designed questionnaire covering five domains: stimulating the learning atmosphere, increasing learning engagement, improving surgical proficiency, enhancing the understanding of surgical complications, and recognition of the teaching model. The final results were categorized as positive or negative evaluations. ResultsThe observation group had significantly higher CVS score than the control group (4.2±1.3 vs. 2.8±1.7, t=3.57, P=0.001). All 60 questionnaires were collected, and the observation group reported significantly higher positive evaluations in improving surgical proficiency, enhancing the understanding of surgical complications, and recognition of the teaching model compared to the control group (P<0.05). There were no statistically significant differences between the two groups regarding positive evaluations for stimulating the learning atmosphere and increasing learning engagement (P>0.05). ConclusionThe results of this study suggest that the stimulation learning model based on a live demonstration system demonstrates good effectiveness in hepatobiliary surgical training and can improve the quality of surgical teaching during standardized residency training for surgical residents.