Objective:To explore the application effect of problem-originated clinical medical curriculum (PCMC) combined with problem-based learning (PBL) teaching in clinical practice teaching of gynecological oncology.Methods:Fifty undergraduate medical students in the Department of Gynecology of Affiliated Tumor Hospital of Harbin Medical University were randomly divided into 2 groups (experimental group and control group), with 25 students in each group. The experimental group adopted PCMC combined with PBL teaching, and the control group adopted traditional teaching. Taking the students' scores of the subject examination, teaching satisfaction, and teaching effect scores as evaluation indicators. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical scores of the experimental group and the control group were (97.840±1.930) points and (93.920±2.798) points, respectively. The experimental group was higher than the control group, and the difference was statistically significant ( P<0.001). The practical operation scores of the out-department examination were (96.840±1.930) points and (91.920±2.798) points, and the experimental group was higher than the control group, with significant differences ( P<0.001). The teaching satisfaction of the experimental group and the control group were 100% (25/25) and 76% (19/25) respectively, with statistical significance ( P<0.05). The teaching effect score of the experimental group (in improving learning interest, clinical operation ability, theoretical knowledge mastery, theory and practice combination ability, etc.) was significantly higher than that of the control group ( P<0.05). Conclusion:In the clinical teaching of gynecological oncology, PCMC combined with PBL teaching has a significant effect, which can promote the all-around development of medical students.

Objective:To explore the application effect of medical humanity quality education teaching mode integrated with humanistic spirit in clinical teaching of gynecology.Methods:Taking 60 undergraduate interns in gynecology department of Harbin Medical University Cancer Hospital as the experimental research objects, they were divided into experimental group and control group, with 30 students in each group. In clinical practice teaching, the experimental group adopted a teaching mode of integrating humanistic spirit, and the control group adopted a traditional teaching mode. The assessment results, teaching satisfaction and teaching effects were compared among the two groups of students. SPSS 22.0 was used for statistical analysis.Results:The students in the experimental group had higher scores of gynecological theory examination [(98.90±0.85) points] and the practical examination [(98.80±0.81) points] than the students in the control group had [(93.43±2.22) points and (92.77±2.37) points] ( P < 0.01). The teaching satisfaction of students in the experimental group was 100.00% when they leaving the department, and the satisfaction of teaching in the control group was 83.3%. The satisfaction of teaching in the experimental group was higher than that of the control group. After the internship, the experimental group was significantly superior than the control group in learning interest, problem-solving ability, self-learning ability, doctor-patient communication ability, and knowledge expansion ability ( P < 0.05). Conclusion:In the clinical teaching of gynecology, the implementation of personalized teaching and humanistic quality education mode has significantly improved the students' theoretical performance, practical performance and teaching satisfaction. The medical humanistic quality education model integrated with humanistic spirit plays an important role in clinical practice teaching.