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.
ObjectiveBased on the requirements of the era of big medical data and discipline development, this study aimed to enhance the clinical research capabilities of medical postgraduates by exploring and evaluating some teaching innovations. MethodsA research-oriented clinical research design course was developed for postgraduate students, focusing on enhancing their clinical research abilities. Innovative teaching content and methods were implemented, and a questionnaire survey was conducted to assess the effectiveness of the teaching innovations among clinical medical master's students. ResultsA total of 699 clinical medical master's students completed the survey questionnaire. 94% of students expressed satisfaction with the course, 96% believed that the relevant knowledge covered in the course met the requirements of clinical research, 94% felt that their research capabilities had improved after completing the course, and 99% believed that the course helped them publish academic papers and complete their master's theses. ConclusionStudents recognized the teaching innovations in the course, which stimulated their initiative and enthusiasm for learning, improved the teaching quality of the course, and enhanced the research capabilities of the students.
Objective To explore the effect of applying evidence-based medicine theory to quality management in long-term-system clinical medicine teaching. Methods We introduced the concept of evidence-based quality management system of clinical medicine to the delivery of teaching with Internet-based teaching quality real time supervision system as the core. A special quality scale was used to assess the teaching quality of teachers and the results were analyzed by SPSS 10.0 using u test. Results The system stored 853 280 pieces of data from the years 2001 to 2003. Up to 96.4% (275/285) of the evaluated topics scored over 85 points. Whether the teachers had overseas experience or not and whether their ages were over 45 or not had no significant influence on the teaching quality (P ＞0.05), but their degrees had influence on the teaching quality (P ＜0.05). Conclusion In long-term-system clinical medicine teaching quality management, we should apply the concept and approach of EBM to our practice so that we can ensure that the teaching quality of long-term-system clinical medicine will improve steadily.
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.
Objective This study aimed to explore the characteristics and deficiencies of the current standardized training evaluation system for general practitioners (including professional master’s degrees), analyze the awareness and attitudes of teaching physicians toward entrustable professional activities (EPAs), and to explore feasible solutions for establishing an EPAs evaluation and assessment system for general practitioners in training. Methods This study used a questionnaire survey to investigate 158 clinical teaching professionals, analyzed the current status of the standardized training evaluation system for general practitioners, and explored the level of understanding and opinions of teaching physicians on EPAs. Results Currently, there were many assessments for trained general practitioner residents, but there were problems with excessive formalization, single assessment methods, and a focus on written assessments. The recognition rate of EPAs among preceptors before training was only 15.9%, which increased to 71.51% after training. The EPA system could improve understanding and facilitate rapid implementation in the short term (P<0.001). While recognizing the concept of EPAs, preceptors also suggested simplifying the EPA system. Conclusion To address the shortcomings of the current standardized training evaluation system for general practitioners, targeted work should be carried out to design EPAs for professional confidence behaviors. A concise and practical EPAs evaluation system should be established for general practitioners. In addition, teaching staff should be trained and educated on EPAs to improve their teaching competence and ensure the output of general medical education.
Objective To evaluate the effect of teaching evidence-based medicine (EBM) in postgraduates. Methods One hundred and thirteen postgraduates in the second year grade selecting an EBM course were included. The course lasted four weeks (twice a week, 3 hours each time and total 21 hours). The courses were delivered in combination with cases. The teaching effect was evaluated by requesting the students to present an evidence-based case report on the five steps of evidence-based practice. Each teacher assessed the reports independently. Results The mean score of 107 EBM case reports was 51.35±11.38. Distribution of the mean score was nearly normal. Score distribution of the items: the full mark rate was 97% for case depiction and 62% for evidence searching. Stratified analysis: ① Formulating answerable clinical questions: the full mark rate was 88% for clear statement of patient type, 89% for clear statement of intervention, 35% for control and 36% for outcome statement, respectively. ② Searching evidence: the full marks rate was 95% for selecting relevant database, 90% for searching term, 68% for searching strategy and 79% for searching result depiction, respectively. ③ Critical appraisal of evidence: the full mark rate of critical appraisal of the clinical importance and validity of evidence was very low (35% and 7%respectively). ④ Evidence applying: the full mark rate of intervention’s benefit and risk for individual patient and patient’s value was higher than that of applying evidence to patients and intervention feasibility (24% and 21%, 16% and 12%). ⑤ Evaluation: the full mark rate of clinical result evaluation was higher than that of performance of evidence-based practice (55% and 17%). Conclusions Teaching EBM for postgraduates was successful, we need to strengthen the practice of critical appraisal and applying evidence for patients in the future EBM course.
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.
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 investigate the situation and problems of medical evidence-based medicine （EBM） teaching in China. Methods One hundred and four participants from different hospitals or universities of China in 2005 “Evidence-Based Medicine Teachers Advanced Training Workshop Ⅱ of Ministry of Education” were investigated. A selfcomplete questionnaire on EBM teaching was given at the registration. Results Seventy five questionaires from responders who came from 50 medical institutions of 18 provinces and 25 cities were available for analysis, representing a response rate of 72%. The average age of responders were 38 years old, and 61.3% were graduates. And 14 hospitals or universities have given EBM courses. Namely, for the postgraduates in 9 universities, undergraduates in 2 universities, physicians, nurses and medical managers in 2 hospitals. The lectures lasted from 8 to 36 hours in different units. Di~culties were：lack of EBM teachers, and better understanding the concept and approach of EBM, less paid attention by policy makers, and too busy in specialty. Conclusion EBM teaching is blooming in medical universities in China. It is needed for us to train high qualified EBM teachers.
Objective To investigate the effectiveness of teaching morning handover in clinical teaching of traditional Chinese medicine (TCM) in general hospitals. Methods A retrospective study was conducted at the Institute of Integrated Traditional Chinese and Western Medicine, West China Hospital of Sichuan University from April 2023 to March 2024, involving a total of 220 participants including interns, postgraduates/standardized training students, and residents/refresher students. The control group consisted of trainees who studied from April to September 2023, while the observation group included those who studied from October 2023 to March 2024. Teaching morning handover was added to the clinical morning report for the observation group, while the control group only conducted the conventional clinical morning report. Due to the differences in basic knowledge and clinical positioning, trainees except interns were classified as clinical residents. A questionnaire survey including satisfaction of teaching content, teaching methods, teaching ability and teaching management and graduation assessment including total score, theoretical assessment score, clinical process score and participation in teaching activities were compared between the two groups. Results Compared with those of the interns (n=57) and clinical residents (n=49) in the control group respectively, there was no statistically significant difference in satisfaction of teaching content, teaching methods or teaching ability of the interns (n=78) and clinical residents (n=36) in the observation group (P>0.05); however, teaching management satisfaction was significantly improved (interns P=0.002, clinical residents P=0.022). Both the interns and clinical residents in the observation group had a significantly higher total score as well as theoretical assessment score and increased participation in teaching activities (P values for interns were <0.001, 0.001, and <0.001, respectively, and for clinical residents were <0.001, 0.013, and <0.001, respectively). However, there was no significant difference observed between groups regarding clinical process score (P>0.05). Conclusion Teaching morning handover is helpful in improving the quality of TCM teaching in general hospitals and is an effective model for clinical teaching of TCM.