Objective To assess the effectiveness of the course of “Being a Friend with Patients”. Methods There were three parts in this course: (1) To experience what the empathy was, by counseling activities; (2) To accompany patients in hospital; (3) To share the experience after accompanying. There were 118 participants who were freshmen at the end of 2005. Results and Conclusions According to feedback from the students, they understand empathy and how the patients feel after the counseling. The course is accepted by all students. It may help students to be more attentive to and concerned about their patients, and to provied help for them.
ObjectiveTo analyze the impact of disaster prevention and preparedness education courses on college students’ awareness, actions and abilities of disaster prevention and preparedness, so as to provide a reference for the establishment and optimization of disaster education-related courses in colleges.MethodsStudents who took the optional course “Disaster Preparedness Education” of Sichuan University in the fall semester of 2019 to 2020 were included. Questionnaires were issued before and after the course to compare the differences in awareness, actions and abilities of disaster prevention and preparedness of college students before and after the course. We also analyzed the differences between college students of different genders and college students of different grades.ResultsFinally, 148 college students were included. After the course, college students’ awareness scores (9.24±0.61 vs. 6.11±0.52), action scores (6.89±0.70 vs. 2.65±0.58) and ability scores (33.73±1.61 vs. 18.55±1.88) of disaster prevention and preparedness were improved compared to those before the course, and the differences were statistically significant (P<0.05). Before the course, boys’ disaster prevention and preparedness awareness score was higher than that of girls (6.48±0.56 vs. 5.23±0.44), the difference was statistically significant (P<0.05); there was no significant difference in the scores of actions or abilities of disaster prevention and preparedness between boys and girls (P>0.05). After the course, there was no statistically significant difference in any of the scores between boys and girls (P>0.05). Before and after the course, there was no statistically significant difference in any of the scores between the senior college students and the lower college students (P>0.05). College students’ overall satisfaction with disaster preparedness education was relatively high, with the highest scores for teaching methods and assessment methods.ConclusionDisaster preparedness education courses have a positive effect on improving the comprehensive qualities of college students’ disaster preparedness awareness, actions, and abilities, but it is necessary to attract more college students to participate and increase the scope of the course.
With the post-disaster psychological crisis has aroused wide attention, psychological first aid which can relieve psychological trauma and prevent post-traumatic disorder has been valued by many countries. However, mainly domestic psychological first aid training is simply theoretical training while its popularizing rate is low, it is urgent to learn from international experience to carry out more effective psychological first aid training. In the context of combination of medicine and industry, the paper majorly embodied virtual simulation’s potential in improving psychological intervention ability, deep learning level and self-efficacy. Furthermore, the paper analyzed and illustrated theoretical basis and function module of constructing psychological first aid training platform in detail, and prospected further improvement, which laid foundations for follow-up studies.
Non-directly affiliated hospitals are an important supplement to directly affiliated hospitals of medical colleges in China. Considering the problems of teaching consciousness, school running form and teachers construction in non-directly affiliated hospitals, this paper takes the medical personnel training of a non-directly affiliated hospital which is subordinate to Shenzhen Luohu Hospital Group as an example, in order to analyze the related exploration methods of non-directly affiliated hospitals under the development of hospital collectivization, and put forward a trinity training mode of general practitioners, which is “medical college-non-directly affiliated hospital-community health center”. This paper further discusses the challenges and possible solutions faced by non-directly affiliated hospitals in the new era.
Systems-based integrated course is a advanced and mainstream educational mode in western medical education, and also it is a hotspot of current medical education reform in China. In this article, we introduce our practice and the students' feedback of the orthopedic module of 8-year clinical medicine systems-based integrated course. During practice, we follow the integral curriculum design of Sichuan University, establish a team of teachers, integrate the curriculum of relevant disciplines, and improve teaching methods, ameliorate evaluation forms, etc. Through the implementation of this course, we recognize that this new course system aims to cultivate excellent clinical doctors, which focuses on the bilateral permeation and reconstruction among disciplines, especially between basic curriculums and clinical curriculums, changes traditional teaching methods, and strengthens the ability of practice and lifelong learning.
ObjectiveTo investigate the needs for health education in chronic hepatitis B patients, in order to provide a theoretical basis for taking pertinent nursing intervention. MethodsBetween July and December 2011, self-made questionnaires on the needs for health education were used to investigate 70 in-patients with chronic hepatitis B. Meanwhile, factors associated with the needs of health education such as age, education, and the course of the disease were also analyzed. ResultsThe differences in the needs of health education were statistically significant among patients with different cultures, ages, and courses of disease (P<0.01). The needs of health education were correlated with culture, age and courses of disease. ConclusionThere are some deficiencies in the health education for chronic hepatitis B patients. In clinical practice, health education should be multidimensional and continuous based on the age, education degree and the course of the disease.
Objective To explore the application of peer education in TB prevention at middle schools in Kai County of Chongqing and compare it with traditional education, and to provide theory support for further policy making. Methods Four complete middle schools were randomly selected as the control group, the peer education group, the traditional education group and the combined group of peer education and traditional education, respectively. Effect evaluation was performed one month later (instant evaluation) and six months later (long-term evaluation), respectively, after the intervention period. Results The instant and long-term evaluation showed that the knowledge, attitude and practice scores of the three intervention groups were higher than the scores before intervention or those of the control group (Plt;0.01). Besides, the behavior score of the peer education group had no significant difference between instant and longterm evaluation. All scores in the instant evaluation were higher than those of long-term evaluation both in the peer education group and the traditional education group (Plt;0.01). For the knowledge, attitude and practice scores, there was no significant difference between instant and long-term evaluation in the combined group of peer education and traditional education. Conclusion Compared with the peer education group and the traditional education group, the combined group achieves an enduring effect. There is obvious instant effect in the traditional education group, and peer education has a long-term influence on students’ behavior.
The ideological and political education in standardized residency training plays an important role in cultivating medical talents with noble medical ethics and exquisite medical skills. Teaching evaluation is an important method to promote teaching improvement and optimization. However, there are still some problems and challenges in the evaluation of ideological and political education for standardized residency training. This article proposes the ideological and political education of standardized residency training can be comprehensively evaluated by the context-input-process-product evaluation model from four aspects: background, input, process, and result evaluation. The aim is to provide solid support and guidance for the ideological and political education route in standardized residency training.
ObjectiveTo investigate the situation of further medical education in students in our hospital from 2010 to 2014, and provide insights into how to elevate the teaching and management quality of continuing medical education (CME). MethodWe collected and statistically analyzed the electronic information of students in our hospital between January 2010 and 2014 December, including gender, ethnicity, age, education, and job title. ResultsThere were totally 7 478 students who received further education in the five years, and most of them were between 26 and 35 years old with junior titles and bachelor's degree. The number of students from minorities, county hospitals, medical school affiliated hospitals, provincial hospitals and hospitals from other provinces increased year by year. But there were still some problems in the present situation of further medical education in our hospital, including: lacking detailed publicity work, complicated student sources, different working capabilities of the students, and difficult regulation of uniform education planning. ConclusionsTo solve the problems, we need to properly balance the number of students and the quality of the training, make scientific enrollment plan, strengthen the CME publicity work, improve the quality of students, draw up differentiation cultivation plan, strictly implement examination and evaluation, and constantly improve the information feedback system.
ObjectiveTo explore if flipped classroom in the perspective of student-based education can improve clinical communication skills of student practical nurses in clinical practice. MethodsNursing undergraduate students who practised in a top-level comprehensive hospital between July 2014 and April 2015 were included in this study as the research subjects. Eighty-five student nurses were randomly divided into observation group (n=43) and control group (n=42). Students of the observation group participated in the flipped classroom in the perspective of student-based education, while students of the control group took routine clinical practice. The clinical communication skills of the students in the two groups before and after intervention were measured by using questionnaire survey. ResultsThere were significant improvement in verification experience, effective information delivery, patient problems identifying, listening acuity, harmonious relationship building and joint participation for students in the observation group (P < 0.05). ConclusionsFlipped classroom in the perspective of student-based education can effectively improve clinical communication skills for student practical nurses. It can be used as a method of communication ability training for undergraduate nursing students in clinical practice.