Objective:To study the effect of PAD Class (Presentation-Assimilation-Discussion) combined with micro class in the teaching of standardized training for cardiac surgery residents.Methods:From October 2019 to June 2020, 70 residents of cardiac surgery were randomized into group A and group B, with 35 cases in each group. Group A used conventional teaching method, while group B used PAD Class combined with micro class teaching. The scores of theoretical examination and practical operation examination before and after teaching, the evaluation of self-learning, clinical thinking and professional social ability before and after teaching, and the satisfaction with the teaching methods were compared between the two groups. SPSS 26.0 was used for chi-square test and rank sum test.Results:There was no significant difference in the scores of theoretical assessment, practical assessment, autonomous learning, clinical thinking and professional social ability between the two groups before teaching ( P>0.05). After teaching, the scores of theoretical assessment, practical assessment, autonomous learning, clinical thinking and professional social ability of the two groups increased, and the scores of group B were higher than those of group A. There was a significant difference in the distribution of satisfaction with teaching methods between the two groups ( P<0.05). The total satisfaction rate of group B[97.14%(34/35)] was higher than that of group A[77.14%(27/35)]. Conclusion:For the residents of cardiac surgery, the teaching method of PAD Class combined with micro class teaching can not only improve their examination results, enhance self-learning, clinical thinking and professional social ability, but also improve their satisfaction with teaching methods.

Objective:To explore the application effect of two-way evaluation combined with transposition learning in the teaching of standardized training of cardiac surgery.Methods:A total of 67 trainees received by the Department of Cardiac Surgery of our hospital from January 2019 to October 2020 were divided into group A ( n = 32) and group B ( n = 35) according to the time of standardized training. Group A was trained by conventional method, while group B was trained by two-way evaluation combined with transposition learning. The examination scores, the post competency, and the teaching recognition of trainees between the two groups at the time of departure were respectively compared. SPSS 22.0 was used for the Chi-square test and t-test. Results:At the time of departure, the scores of theory examination and skill operation examination in group B were higher than those of group A [(92.08±11.50), (91.06±12.08) vs. (83.09±10.26), (82.23±10.09)]. There was no significant difference in the scores of clinical basic ability, professional spirit and quality, doctor-patient communication, mastery and application of medical knowledge, teamwork, basic public health services, information and management, and academic research between the two groups before teaching ( P > 0.05). The scores of the above-mentioned aspects were all increased after teaching, and the scores of group B were higher than those of group A ( P < 0.05). The recognition of the teacher's sense of responsibility, teaching awareness, expression ability, knowledge level, communication ability, and teaching method in group B were higher than those of group A ( P<0.05). Conclusion:The application of two-way evaluation combined with transposition learning in the teaching of standardized training of cardiac surgery can enhance the teaching effect, improve the post competency, and can be more recognized by the trainees.