Objective:To analyze the application effects of case-based learning (CBL) + Seminar teaching method based on Toulmin model in the education and teaching of clinical medicine innovation class.Methods:A total of 60 students from the clinical medicine innovation class at The Second Affiliated Hospital of Guangzhou Medical University from September 2021 to September 2023 were selected as research objects. These students were divided into control group ( n=30) and research group ( n=30) according to different teaching programs. The traditional teaching method was adopted in the control group, and the CBL + Seminar teaching method based on Toulmin model was adopted in the research group. The two groups were compared in terms of clinical knowledge, clinical skill, and clinical case analysis scores; changes in clinical thinking ability after teaching; and satisfaction with the teaching process. SPSS 22.0 was used for t-test and chi-square test. Results:The research group significantly outperformed the control group in clinical knowledge [(89.59±3.46) points vs. (83.23±3.02) points], clinical skill [(88.87±3.23) points vs. (83.62±3.13) points], and clinical case analysis [(89.73±3.51) points vs. (82.62±3.19) points] ( t=7.58, 6.39, 8.21, P<0.001). The clinical thinking ability after teaching was significantly higher in the research group compared to the control group [(258.49±13.36) points vs. (242.56±13.02) points] ( t=4.67, P<0.001). The overall satisfaction rate of teaching was significantly higher in the research group compared to the control group (100.00% vs. 80.00%, χ2=4.63, P=0.031). Conclusions:The CBL + Seminar teaching method based on Toulmin model can effectively improve student learning performance and clinical thinking ability, demonstrating a promising application value in the education and teaching of clinical medicine innovation class.

Objective:To analyze the application effects of case-based learning (CBL) + Seminar teaching method based on Toulmin model in the education and teaching of clinical medicine innovation class.Methods:A total of 60 students from the clinical medicine innovation class at The Second Affiliated Hospital of Guangzhou Medical University from September 2021 to September 2023 were selected as research objects. These students were divided into control group ( n=30) and research group ( n=30) according to different teaching programs. The traditional teaching method was adopted in the control group, and the CBL + Seminar teaching method based on Toulmin model was adopted in the research group. The two groups were compared in terms of clinical knowledge, clinical skill, and clinical case analysis scores; changes in clinical thinking ability after teaching; and satisfaction with the teaching process. SPSS 22.0 was used for t-test and chi-square test. Results:The research group significantly outperformed the control group in clinical knowledge [(89.59±3.46) points vs. (83.23±3.02) points], clinical skill [(88.87±3.23) points vs. (83.62±3.13) points], and clinical case analysis [(89.73±3.51) points vs. (82.62±3.19) points] ( t=7.58, 6.39, 8.21, P<0.001). The clinical thinking ability after teaching was significantly higher in the research group compared to the control group [(258.49±13.36) points vs. (242.56±13.02) points] ( t=4.67, P<0.001). The overall satisfaction rate of teaching was significantly higher in the research group compared to the control group (100.00% vs. 80.00%, χ2=4.63, P=0.031). Conclusions:The CBL + Seminar teaching method based on Toulmin model can effectively improve student learning performance and clinical thinking ability, demonstrating a promising application value in the education and teaching of clinical medicine innovation class.

Objective This study aims to address the demand for high-quality medical talent cultivation in the new era.It focuses on the low integration of ideological and political education(IPE)with professional education,fragmented and insuffi-cient implementation of curriculum-based IPE,the failure to form a community for IPE,and the inadequacy of the IPE evaluation and supervision system.The goal is to construct an IPE system suitable for medical professionals.Methods Using literature re-search and empirical analysis,this study closely aligns with the actual construction of the IPE system for clinical medicine pro-grams at our institution.Under the competency model framework and guided by the Outcome-Based Education(OBE)philoso-phy,we adopt a student-centered approach.We explore the construction of the IPE system from six key aspects:theoretical rein-forcement,curriculum teaching,daily education,management and service,team building,and evaluation and supervision.Results This study successfully constructs a comprehensive IPE system that integrates ideological and political education,pro-fessional education,and vocational spirit education,addressing the content,process,subjects,and environment involved in pro-fessional talent cultivation.The system achieves a three-in-one integration of online and offline,in-class and extracurricular,and school and hospital settings,providing reform proposals and construction ideas for IPE in medical programs.Conclusion In the context of the new era,guided by the competency model framework and the OBE philosophy,comprehensive measures across six aspects can effectively build and improve the comprehensive IPE system for medical professionals.This is of significant impor-tance for cultivating high-quality medical talent.

Objective To investigate the application effect of the new trinity teaching mode of clinical practice,which combines bedside teaching,simulation teaching and web-based teaching to-gether. Methods Totally 375 students of clinical medicine,enrolled into Guangzhou Medical Univer-sity in 2006,were randomly divided into department I of clinical medicine (control group,188 stu-dents)and department II of clinical medicine (experimental group,187 students). The students of these two groups were taught respectively with the conventional bedside teaching mode and the trinity teaching mode. Then at the end of clinical practice,assessment results of comprehensive theory and clinical skill in the graduation exam were compared by t test (significance level α=0.05)using SPSS 17.0 software and the questionnaire results of students in experimental group were analyzed. Results There were statistical differences in comprehensive theory and clinical skill assessment scores between two groups(P<0.05). The questionnaire survey showed an approval rate of 92.73%(153/165)for trini-ty teaching mode. Conclusions Facing the shortage of clinical teaching resources,the trinity teach-ing mode is better than the simple bedside teaching mode. The trinity teaching mode can alleviate the pressure brought by the lack of clinical teaching resources at present,create more learning and prac-ticing opportunities for students,and improve the effects of clinical practice teaching.

Clinical teaching supervision system exhibited several problems in the imple-mentation process such as the team of supervision being not reasonable enough and the connotation of supervision not extensive and not going far in depth enough and so on. Through the way of strengthening the team of the clinical teaching construction,expanding the connotation and improving the functions of supervision,we can construct a new effective supervision system for clinical school teaching.