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Analysis review of current situation of objective structured clinical examination in assessing domestic medical students

Jingrui WANG ; Jiaxing ZHAO ; Qiangyu DENG ; Shihao WEN

Chinese Journal of Medical Education Research.2014;(1):9-12. doi:10.3760/cma.j.issn.2095-1485.2014.01.003

In this paper,we analyzed the current status of objective structured clinical exam-ination (OSCE) in the assessment of the domestic medical students, the results achieved and the problems encountered. Meanwhile,we proposed that we can optimize the station,unify SP selection and training and improve the evaluation content and subject in order to enhance the operating effect of OSCE.

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Application of problem-based learning combined with traditional teaching in the teaching of electrocardiogram diagnosis

Weijiang TENG

Chinese Journal of Medical Education Research.2014;(2):187-190. doi:10.3760/cma.j.issn.2095-1485.2014.02.022

Objective To investigate the effect of problem-based learning(PBL) combined with traditional teaching in the teaching of electrocardiogram (ECG) diagnosis. Methods Totally 80 2011 grade clinical medicine students were enrolled and randomly divided into study group and regular group. Traditional teaching method was implemented in regular group while PBL com-bined with traditional teaching was applied in study group. Effect was observed;measurement data were analyzed by independent samples t test and were expressed as mean ± standard deviation x±s;enumeration data were analyzed by χ2 test. P<0.05 signifies statistical differences. Results Satisfaction degree of students towards teachers was 95.0%(38/40) in study group and was 80.0%(32/40) in regular group with statistical significances between two groups(P=0.001). Satisfaction degree of students towards teaching method was 100 . 0%( 40/40 ) in study group and was 87 . 5%(35/40) in regular group with statistical significances between two groups (P=0.000). Operating skills, theoretical knowledge and ECG analysis capabilities scores were significantly higher in study group than in regular group with statistical differences(P=0.012, P=0.021, P=0.016). Conclusions Implementing PBL teaching combined with traditional teaching can achieve significantly better teaching effect than traditional teaching, therefore it is worthy of application and promotion.

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Application of evidence-based nursing in teaching in department of ophthalmology

Xiaolei WANG ; Shiying LI ; Li CHEN ; Zhen WANG

Chinese Journal of Medical Education Research.2014;(2):195-197. doi:10.3760/cma.j.issn.2095-1485.2014.02.024

Objective To evaluate the role of evidence-based nursing in clinical ophthalmology teaching. Methods Fifty nursing interns in department of ophthalmology in Southwest Hospital were randomized into control group and observation group in accordance with the principle of equal number of junior college students and undergraduates. Traditional teaching was applied in control group while clinical ophthalmology teaching combined with traditional teaching was used in observation group. Teaching effect was evaluated at the end of internship by questionnaire and examination. Data were analyzed by SPSS 13.0 using χ2 test and independent sample t test(taking students with score ≥60 as effective indicator). P<0.05 indicated significant difference. Results Scores of questionnaire and examination were higher in observation group than in control group, with statistically significant differ-ence( χ2=6.818, P=0.018). Theoretical exam score was 67.12±11.53 in control group and 84.96± 9.27 in observation group; practical score was 65.68±8.0 in control group and 80.28±10.65 in observation group with significant differences between two groups (P=0.000). Conclusions Adoption of evidence-based nursing intervention in ophthalmic clinical teaching help students learn to think, consult literature and use critical thinking to raise questions during the internship. It also makes stu-dents regard the results of scientific research and personal experience as the basis for mastering pro-fessional and scientific expertise, thereby enhancing the ability of nursing practice.

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Practice of discussion teaching mode in histology and embryology teaching and its reflection

Xinyi MU ; Yaping WANG ; Jianwei WANG ; Min ZHENG ; Xuemei LIN ; Jing LI ; Hengwei GU ; Hong WU

Chinese Journal of Medical Education Research.2014;(2):172-175. doi:10.3760/cma.j.issn.2095-1485.2014.02.018

Discussion teaching mode was carried out in the teaching of histology and embryol-ogy for clinical medical undergraduates in Chongqing Medical University from aspects of proposing questions, group learning, class discussing and summarizing. Classroom tests were accompanied to evaluate the teaching effect. It showed the discussion teaching achieved satisfactory effects. The correct answer rate of 92.36%students was≥60%. Students not only acquired knowledge but also increased their comprehensive abilities. The well-supervised topics, active participation of students and timely summary of teachers at the end of the class were the key factors in the practice of the discussion teaching mode.

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Application of evidence-based medicine concept in orthopedic clinical teaching for eight-year program medical students

Yanhai XI ; Xiaojian YE ; Hailong HE

Chinese Journal of Medical Education Research.2014;(2):145-148. doi:10.3760/cma.j.issn.2095-1485.2014.02.010

Objective To discuss the effect of applying evidence-based medicine (EBM) in orthopedic clinical teaching for eight-year program medical students in military medical university. Methods Totally 50 eight-year medical students in Shanghai Changzheng Hospital were equally divided into two groups:experimental group(EBM teaching group) and control group. The teacher of experimental group selected appropriate cases and set up the questions according to the difficulties encountered in clinical situation. Students retrieved the relevant medical literature and found out the most useful information for EBM system analysis. The results combined with the current cases were discussed. The teachers summarized clinical experiences and data according to the relevant depart-ment. Traditional direct infusion teaching mode was used in control group. Clinical work experiences were used to guide the students . After-department examination was conducted for both group after finishing the internship and questionnaire investigation was made among students in experiment group. Statistical analysis was carried out on the examination results with SPSS 17.0 software. Mea-surement data were expressed as x±s and comparison on mean differences between two groups was analyzed by t test. Results Average scores of subjective topic and military related topic in the theory exam were higher in experimental group than in traditional teaching group, with statistically significant differences(P<0.001). Excellent rate was 80%(20/25) in case discussion in experimental group and 60%(15/25) in control group. Experimental investigation questionnaire showed that: students got enhanced in learning initiative and broadened knowledge. 96%(24/25) students strengthened the learn-ing efficiency of military related chapters. 88%(22/25) students accepted this method and expected to continue. Conclusions Using the method of evidence-based medicine in eight-year program medical students in military medical university can cultivate the spirit of the stu-dents' self-study actively and rigorous earnest attitude. Students can grasp learning methods and sci-entific thinking. It also can strengthen students' awareness of military medicine and research.

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Research of standardizing medical postgraduate reexamination in the sight of students’ quality improvement

Zhang WEI

Chinese Journal of Medical Education Research.2014;(2):138-141. doi:10.3760/cma.j.issn.2095-1485.2014.02.008

Improved medical postgraduate reexamination system is essential to the quality of students. In this study, organization of medical postgraduate reexamination was discussed from the perspectives of preliminary arrangements of medical postgraduate reexamination, fairness of reexami-nation process and improvement of the follow-up after the reexamination. Sufficient attention on the re-examination, effective supervision of the reexamination process and control of human factors were the three main factors for the successful medical postgraduate reexamination and effective guarantee for the improvement of postgraduate quality.

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Application of teaching-picture archiving and communication system to improve the medical image reading ability of eight-year-program medical students

Jiaqi ZHU ; Lijun SUN ; Yiwei WANG ; Maojin XU ; Xianxian ZHAO

Chinese Journal of Medical Education Research.2014;(2):129-133. doi:10.3760/cma.j.issn.2095-1485.2014.02.006

Objective To evaluate the application effect of teaching-picture archiving and communication system (T-PACS) in training image reading ability of eight-year-program students. Methods Sixty students were divided into two groups: control group (applying traditional teaching method) and experimental group (applying traditional teaching method and T-PACS) when doing clinical medical image reading ability training. Making multimedia teaching movie, clinical image reading teaching and establishing image database by T-PACS were used in experiment group. Mean-while, reading room was set up and classroom teaching and problem-oriented assignments were in-creased. Finally objective evaluation of image recognition ability and questionnaire were used to compare the teaching effect. Measurement data were expressed as x±s. Total scores of image reading were am-alyzed by t test. Full score rates were analyzed by X2 test. Results The results showed that the score of medical image reading ability was higher in experimental group (90.08±4.52) than in control group (86.92±4.68) (P=0.010). There were differences in respiratory and orthopedic full score rate (P=0.006;P=0.035). Most students thought that application of T-PACS could effectively improve the teaching and learning quality. Conclusions Application of T-PACS can improve the medical image reading ability of eight-year-program medical students and is worth further promoting.

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Experiences and enlightment from visiting Medical Center of Cincinnati Children's Hospital

Guimei GUO

Chinese Journal of Medical Education Research.2014;(2):116-119. doi:10.3760/cma.j.issn.2095-1485.2014.02.003

This paper summarized the features of pediatrician training in Cincinnati Children's Hospital Medical Center ( CCHMC ) , introduced their cultivation and appraisal system , compared American pediatrician training with Chinese training and absorbed advanced medical training experi-ences. CCHMC focus on training specialized skill, team spirit and communication ability of residents. Internal assessment and two-way selection help to retain the best fellows. Learning from advanced ex-periences, we hoped to improve the current pediatrician training system and contributed to medical and health services.

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Reflection on the difficult position of literature courses in military medical university

Yiling HUANG ; Dan LIAO ; Xiaoli TANG

Chinese Journal of Medical Education Research.2014;(1):49-51. doi:10.3760/cma.j.issn.2095-1485.2014.01.013

The literature courses in military medical university have two main difficulties:fuzzy teaching purpose and single teaching forms. To tackle the two difficulties,firstly,the literature courses should have specific aim which includes medical characteristics and practicality. Secondly, the teachers should choose reasonable materials and adopt effective teaching forms and then better teaching effect can be obtained.

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Dislocation and replacement of practice teaching course in personnel training of medical law

Kan KAI ; Shi YUE

Chinese Journal of Medical Education Research.2014;(1):45-48. doi:10.3760/cma.j.issn.2095-1485.2014.01.012

At present stage,the needs of practice personnel of medical law include‘professional personnel’ (master's degree)and ‘general personnel’(bachelor's degree),but the existing training system did not make any distinction between the two and triggered the following situations:practical teaching mode convergence,content inanition,lack of resources,etc. From the real needs of the com-munity,practice teaching in master stage should focus on vocational practical trainingcourse including mock trial,common medical law disputes,professional documents writing. Practice teaching in un-dergraduate stageshould focus on the primary practical trainingcourse including court records and medical dispute mediation.

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