The teaching practice of competency-oriented Seminar immersion method combined with problem-oriented three-part method in pathophysiology
10.3760/cma.j.cn116021-20250511-02146
- VernacularTitle:胜任力导向的Seminar浸润法联合问题导向式三分法在病理生理学的教学实践
- Author:
Huiru DAI
1
;
Shuo FANG
Author Information
1. 中山大学附属第七医院肿瘤科，深圳 518107
- Publication Type:Journal Article
- Keywords:
Post competency;
Seminar;
Problem-oriented three-part method;
Pathophysiology
- From:
Chinese Journal of Medical Education Research
2025;24(11):1454-1459
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effect of the Seminar immersion method combined with the problem-oriented three-part method in the cultivation of student post competencies such as academic performance, learning enthusiasm, thinking ability, and application of clinical problems in pathophysiology.Methods:A total of 90 students from the Natural Science Teaching Class of the School of Medicine, Sun Yat-sen University (Large Class One and Large Class Two of the students enrolled in 2022 majoring in clinical medicine) were selected as the research subjects. Before the start of the study, a comparative analysis was conducted on the baseline data such as sex, age, and admission scores of the two classes, and it was confirmed that there were no significant differences. Subsequently, the random coin-tossing method was adopted to select Large Class One ( n=45) as the experimental group, and the problem-oriented three-part method combined with the Seminar immersion method was used. Large Class Two (n=45) was used as the control group, and the traditional teaching method was adopted. The teaching content was hepatic dysfunction. The teaching effect was evaluated based on the theoretical assessment results of the before-class, during-class, and after-class exercises and the scenario analysis questions in the after-class exercises, as well as a teaching satisfaction survey. The data were analyzed using SPSS 26.0 software. Measurement data were expressed as the M ( Q1, Q3), and the Mann-Whitney U test was used for comparison between the two groups. The counting data were analyzed by chi-square test. Results:The in-class and after-class scores of the experimental group were 40.00(20.00,40.00) and 70.00(60.00,70.00) points respectively, which were higher than those of the control group, which were 20.00(20.00,40.00) and 60.00(50.00,70.00) points. The scores of the three scenario analysis questions in the experimental group were 10.00(10.00,10.00),10.00 (10.00,10.00), and 10.00(10.00,10.00) points respectively, and the rank averages were 50.00, 51.00, and 53.50 points respectively. All were higher than the average rank values of the control group, which were 41.00, 40.00, and 37.50 points respectively. The differences were statistically significant (all P<0.05). Furthermore, The satisfaction of students in the experimental group with the new model in terms of enhancing learning interest by 5.00(5.00,5.00) points, solving clinical problems by 5.00(5.00,5.00) points, and cultivating clinical thinking by 5.00(5.00,5.00) points was higher than that of the control group by 4.00(4.00,5.00), 4.00(3.00,5.00), and 4 .00(3.00,5.00) points, and the difference was statistically significant ( P<0.001). Conclusions:The Seminar immersion method combined with the problem-oriented three-part method is helpful to improve the course grades of medical undergraduates and is effective in the cultivation of multiple post competencies. It is worthy of further application and promotion.
