Application of LPC teaching model in basic surgery observership for pediatric medical students of five-year program
10.3760/cma.j.cn116021-20230707-01650
- VernacularTitle:LPC教学模式在五年制儿科外科学总论见习教学中的应用研究
- Author:
Guoqiang ZHANG
1
;
Hongwei WU
;
Xuehu XIE
;
Ning LIU
Author Information
1. 首都医科大学附属北京友谊医院骨科中心，北京 100050
- Keywords:
LBL teaching model;
LBL+PBL+CBL;
Pediatrics;
Basic surgery;
Observership teaching
- From:
Chinese Journal of Medical Education Research
2024;23(5):627-630
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To evaluate the teaching effects of a comprehensive LPC model (combining lecture-based learning, problem-based learning, and case-based learning) in the observership of basic surgery for pediatric medical students of the five-year program.Methods:We divided 69 students of grades 2019 and 2020 majoring in pediatrics of the five-year program of Capital Medical University who were in the observership of basic surgery at Beijing Friendship Hospital into experimental group ( n=33, adopting the LPC teaching mode) and control group ( n=36, using the LBL teaching mode). Teaching and assessment were completed in stages. The two groups were compared in terms of clinical skill practice score, clinical thinking score, observership enthusiasm, and satisfaction with observership teaching. SPSS 25.0 was used for the t test, chi-square test, or rank sum test. Results:The LPC group showed significantly higher scores in clinical skill practice [(99.91±0.29) vs. (84.72±10.21), P<0.05] and clinical thinking [(91.06±5.93) vs. (84.31±7.98), P<0.05] and significantly better enthusiasm for observership ( P<0.05) compared with the LBL group. The LPC group was superior to the LBL group with respect to the proportion of students with proficiency in surgical skills (100.0% vs. 63.9%, P<0.05), the proportion of students with good literacy in aseptic surgical principles (100.0% vs. 69.4%, P<0.05), the proportion of improvement in clinical competency (97.0% vs. 66.7%, P<0.05), the proportion of improvement in communication ability (93.9% vs. 72.2%, P<0.05), the proportion of increase in interest in literature search and review (90.9% vs. 63.9%, P<0.05), the proportion of increase in interest in scientific research (93.9% vs. 69.4%, P<0.05), the proportion of satisfaction with learning atmosphere (100.0% vs. 72.2%, P<0.05), and the proportion of satisfaction with teaching methods (100.0% vs. 63.9%, P<0.05). Conclusions:The LPC teaching model shows better effects than LBL in basic surgery observership teaching for pediatric medical students of the five-year program, which is worth promotion.
