Table of Content

20 October 2019, Volume 5 Issue 5

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Exploration of the training on medical professionalism and clinical self-regulated learning ability by Peking Union Medical College

Jiao Yang,Yang Ping,Zeng Xuejun,Zhang Fengchun

2019, 5(5):  393-397.  doi:10.3969/j.issn.2096-045X.2019.05.001

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Training the medical professionalism and clinical self-regulated learning ability is a huge challenge faced by medical colleges and teaching hospitals faculties in China in recent years. The Department of Internal Medicine and the Division of General Internal Medicine of Peking Union Medical College Hospital jointly designed and developed medical educational program“Chief Resident Afternoon Tea”on 8-year program undergraduate students at Peking Union Medical College, based on the characteristics of competency training. This article introduced the ten-year training experience of “Chief Resident Afternoon Tea”, which has received recognition by medical students of Peking Union Medical College, and played an active role in improving medical professionalism and clinical self-regulated learning ability.

Build a bridge between basic sciences and clinical courses——A brief introduction of teaching features of PUMC diagnosis curriculum

Fan Hongwei, Huang Xiaoming

2019, 5(5):  398-401.  doi:10.3969/j.issn.2096-045X.2019.05.002

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Diagnosis curriculum serves as an important course bridging basic sciences and clinical courses. The two most frequent challenges in the diagnosis curriculum teaching are how to guide the students in application of basic knowledge to clinical problem solving and how to improve the students’ clinical competence.Diagnos is curriculum in Peking Union Medical College (PUMC) is competency-based designed. We have been exploring teaching innovations and have achieved desirable teaching effects. This article gives a brief introduction of the important teaching features of PUMC diagnosis curriculum, focusing on small group teaching, basic skill teaching, clinical competence, as well as faculty development,feedback and improvement.

The establishment and practice of the course “medical academic speech skills”

Li Naishi, Wang Shaoting, Pan Hui

2019, 5(5):  402-404,413.  doi:10.3969/j.issn.2096-045X.2019.05.003

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The current increasing requirements for the all-round development of the high-end medical talents makes it essential for medical students to improve their presentation skills. However, most of the medical colleges and universities in China did not provide corresponding presentation courses. Peking Union Medical College set up its medical presentation skills course in 2014 and five-year teaching experience witnessed the favorable effects in boosting medical students’presentation skills. This paper introduces current situation of this course and analyses its future development and prospective.

Monitoring evaluation: a new model of teaching quality assessment in medical colleges and universities

Liu Lifang,Qian Xianzhong

2019, 5(5):  405-408.  doi:10.3969/j.issn.2096-045X.2019.05.004

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Monitoring evaluation, as a new assessment method, provides a data base for various types of education assessments. Its fundamental connotation is data-driven, supporting continuous improvement and multiple judgments. The establishment of monitoring evaluation in medical colleges and universities is essential for both external quality assessment and an inevitable trend for schools to strengthen internal quality monitoring, to improve the scientific self-evaluation, and to deepen medical education research and reform. Medical colleges and universities establish effective monitoring evaluation systems. The realization path is mainly guaranteed from three aspects: organization mode, data collection and analysis, and mechanism guarantee.

Teaching reform of biochemistry experiment in medical vocational colleges

Yao Yao

2019, 5(5):  409-413.  doi:10.3969/j.issn.2096-045X.2019.05.005

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Biochemistry is an important basic subject in medicine. Biochemical experiment is a compulsory course for all specialties in medical vocational colleges. Nowadays, biochemical experiments are constantly changing, thus teaching reform is imminent. Based on the current situation of biochemical experiments in medical vocational colleges, this paper presents corresponding reform measures from the following aspects of required materials and equipment, improving rules and regulations, and arranging training contents. It also covers the problems and opinions in biochemical experiments,aiming to provide reference for the reform of biochemical experiment teaching in other medical vocational colleges.

Dual motivation of “teaching” and “learning” to improve the quality of clinical practice education for undergraduates

Li Yan,Zhao Yang,Liu Zhengwen,Liu Chang,Zhang Ming,Mu Xin

2019, 5(5):  414-417.  doi:10.3969/j.issn.2096-045X.2019.05.006

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Education is the unity of “teaching” and “learning” and effective education requires the joint efforts and active cooperation of teachers and students in a double engines pattern. Due to various factors, the insufficient dual motivation of “teaching” and “learning” is prevalent in clinical practice education in China. Given this, the First Affiliated Hospital of Xi’an Jiaotong University established a clinical education quality improvement system. This paper presents its main line of “standardization-demonstration-practice”, and implementation of the “first round of responsibility-responsible advisor-third party assessment platform” in clinical practice.With these measures, we have explored the effective mechanisms, strengthened the input of teachers and students, deepened teaching reform, and effectively improved the quality of clinical practice education.

Exploration on PDCA-cycle teaching method in clinical practice of neurosurgery for eight-year program medical students

Liu Shengwen, Xu Yu, Niu Hongquan, Huang Lulu

2019, 5(5):  418-421.  doi:10.3969/j.issn.2096-045X.2019.05.007

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Objective To investigate the efficiency of plan-do-check-act (PDCA) -cycle teaching method in clinical practice of neurosurgery for eight-year-program medical students and to provide reference for improving clinical practice teaching. Methods A total of fifty students were included and randomly divided into control and PDCA groups, 25 students for each group. The control group was treated with traditional teaching mode while PDCA group underwent four-step cycle.Questionnaires and tests were used for quantifying the quality of learning and teaching. Comparison of teaching efficiency and quality was made between two groups. Results PDCA group showed significantly improved ability of medical practice (P<0.01) and better teaching feedback (P<0.05) than that of control group. Conclusion PDCA-cycle teaching method is beneficial for improving the ability of medical practice in neurosurgery for eight-year-program medical students. Besides,PDCA-cycle teaching method is conducive to enhancing the quality of medical teaching for teachers.

Effectiveness evaluation of multiple teaching model in clinical practice of respiratory medicine He Xiaojie, Zeng Rui, Chen Keli, Li Yongxia, Hai Bing

He Xiaojie, Zeng Rui, Chen Keli, Li Yongxia, Hai Bing

2019, 5(5):  422-425,460.  doi:10.3969/j.issn.2096-045X.2019.05.008

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Objective To evaluate the teaching effects of the multiple teaching model of case based learning (CBL),problem based learning (PBL) and team based learning (TBL) in clinical practice teaching of respiratory medicine in a sequential way. Methods Ninety-two clinical medicine students of Grade 2013 from Kunming Medical University came to the department of respiratory medicine for clinical practice and were selected and randomly divided into two groups. The control group was taught in the traditional model, while the experimental group in the sequential multiple teaching model of CBL, PBL and TBL. The scores of clinical skills examination and the satisfaction questionnaire were compared between the two groups. Results The clinical skill test scores of CBL, PBL and TBL sequential multiple teaching group (76.75) were higher than those of the traditional teaching group (71.25), Teaching satisfaction (76.08%) was higher than that of traditional teaching group (47.83%),both with statistical significance (P<0.05). Conclusion Multiple teaching model has produced favorable teaching effects in the respiratory clinical practice teaching and improved the clinical skills of students, therefore enjoyed popularity among students.

Application of attending physicians in otolaryngology as “standardized patients” in clinical teaching

Tan Jie, Han Lin, Jing Yuanyuan, Liu Yan, Geng Congli, Diao Tongxiang, Li Xueshi, Zhao Yixin, Zheng Hongwei

2019, 5(5):  426-430.  doi:10.3969/j.issn.2096-045X.2019.05.009

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Standardized patient (SP) serves as an actor, teaching evaluator and mentor in accurately displaying a patient's clinical symptoms, signs and/or medical history in clinical education. However, the strong theoretical and practical nature of otolaryngologyres tricted the contact between medical students and real patients, thus made standardized patient necessary in clinical teaching. Meanwhile, many otolaryngology diseases have markedly subjective symptoms, yet objective examination is difficult to diagnose, ending up in long consultation time, missed key points or conflicts in doctor-patient communication. Many hospitals recruit SP mostly from retirees or people without regular work, who often quit and cause instability of SP teams. Without medical background, SP is difficult to accurately, comprehensively and vividly grasp the clinical manifestations of cases and patients’ psychology in a short term. Therefore, this study introduced the teaching and assessment of the attending physicians as SP in otolaryngology. We found that clinical medical students and teachers gave high and consistent evaluations to SP played by the attending physician and they favor that on-the-spot comments on students’ performance benefit students most in SP teaching process.The model of attending physician as SP will be well applied in the clinical teaching and assessment of otolaryngology head and neck surgery and will be popularized in the standardized training bases of otolaryngology head and neck surgery.

Thoughts and countermeasures of BOPPPS teaching mode in surgical theory teaching

Zhao Yun,Gao Zhe

2019, 5(5):  431-434,460.  doi:10.3969/j.issn.2096-045X.2019.05.010

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To better promote in student-centered surgical theory teaching reform, BOPPPS teaching model was introduced in surgery theory teaching, with six key elements Bridge-in—Outcome—Pre-test—Participation—Post-test—Summary. This teaching model starts with detailed, clear learning objectives, uses clinical cases to import the teaching content, incorporates task design, case discussion and panel. It aims to enhance students’ participation in the surgery classroom thinking and discussion, to arouse students' positive classroom learning interests, to provide timely feedback and summary to students’ classroom learning and practice after class, to evaluate the completion of the students’ learning goals.Moreover, this study will be conducive to improving teaching process of surgery theory, to the student-centered surgery theory teaching reform, to enhancing the effectiveness of teaching and learning surgery.

Research on practical teaching of operating room nursing based on maker theory

Wang Xiu,WangKun,Yu Huamei

2019, 5(5):  435-439.  doi:10.3969/j.issn.2096-045X.2019.05.011

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Objective To explore clinical teaching model based on maker theory in operating room nursing teaching.Methods 120 cases of clinical nursing students were randomly divided into control group and observation group, 60 in each group.The control group used conventional LBL apprentice teaching model, while the observation group introduced maker theory into the teaching practice, with more innovationsin the operating room nursing teaching. The CTDI-CV in Chinese measure, internship assessment scoresand teaching satisfaction survey of nursing students were used to evaluate teaching effects. Results The total scores and partial dimension scores in CTDI-CV scale in the observation group were significantly higher than those in the control group (P<0.05); the internship assessment scores of the observation group were significantly higher than those in the control group (P<0.05), and the students’satisfaction in the observation group was significantly higher than that in the control group (P<0.05). Conclusion The practical teaching of operating room nursing based on maker theory can effectively promote the cultivation of critical thinking and clinical comprehensive practice ability of nursing students.

Construction of comprehensive evaluation index system of teaching ability in medical colleges and universities

Xie Qianchi, Zhao Ying, Zhu Miao

2019, 5(5):  440-443.  doi:10.3969/j.issn.2096-045X.2019.05.012

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The comprehensive evaluation system of teaching ability is not only the core of teaching operation in higher education, but also a vital part of personnel evaluation system. With the impact of information technology on higher education, we aim to establish an evaluation system of four parts: the evaluation of teaching design, implementation,guidance abilities and the students' learning results. Therefore, the evaluation system should scientifically, accurately and comprehensively reflect teachers' teaching ability, and be able to serve the teaching operation and personnel matters in the form of quantification.

Investigation and exploration of improvement path on the ideological and moral education of medical students in the new era

Yue Yun, Wang Jinxi, Hou Ruigang

2019, 5(5):  444-448.  doi:10.3969/j.issn.2096-045X.2019.05.013

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Different social periods and social environment have different moral appeals and moral evaluation standards.Advance of ideological and moral qualities of medical students in new era is an important part in citizen moral construction and a common ideological basis for the socialism construction with Chinese characteristics. This study investigates ideological and moral education situation of medical students in the new era, analyses existing problems in teaching content,curriculum planning, teaching faculty and evaluation, then puts forward the corresponding solutions in education concept,practice arrangement, curriculum planning and scientific evaluation aspects.

Evaluation index system construction of consultation competence in standardized training of general practitioners

Wang Meirong,Du Juan,Liu Yingjie,Xu Xiaojingyuan,Chen Xiaolei,Ge Caiying

2019, 5(5):  449-454.  doi:10.3969/j.issn.2096-045X.2019.05.014

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Objective To evaluate the validity of the evaluation index system for the consultation competence in standardized training of general practitioners (GPs). Methods The validity of evaluation index system was evaluated on 31 GPs receiving the third year of standardized training from November 2017 to May 2018. Results There was remarkable correlation between each item and its dimension, also each dimension and overall scale. Extracted four factors, the characteristic roots of which were greater than1, the cumulative contribution rate of which was 57.47% and the load values of all entries from the four factors were above 0.4. Conclusion The results indicated the evaluation index system for the consultation competence in standardized training of GPs had desirable validity. However, the results have its limitations due to the limited sample size and scoring method. Therefore, further research should be conducted to seek more scientific and reasonable evaluation methods based on these.

Effect of reading list on reading ability of temporal bone CT for refresher otologists

Wu Xuan, Zhuang Huiwen, Chen Kaitian, Xiong Guanxia, Jiang Guangli, Wen Weiping

2019, 5(5):  455-460.  doi:10.3969/j.issn.2096-045X.2019.05.015

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Objective To explore the effect of reading list to improve refresher otologists’ ability to read temporal bone CT.Methods 66 trainees from the otology department of the First Affiliated Hospital, Sun Yat-sen University, from January 2016 to December 2017, were selected as subjects, and divided into experimental group and control group. Thirty students in Team 2016 were in the control group, while 36 students in Team2017 were in the experimental group. Before and after the training of otology,each student was tested for the reading ability of temporal bone CT. Questionnaires were conducted to compare the difference of the two groups’ performance and the evaluation of the questionnaires. Results There was no significant difference in age, gender, or scores of temporal bone CT examination before training between the two groups (P>0.05). After the completion of otology training,the scores of temporal bone CT examination in the experimental group were better than those in the control group, with statistical significance (P<0.05). This study compared the two groups in terms of learning interest, reading efficiency, systematic reading,accurate self-confidence, surgical risk assessment ability, doctor-patient communication ability and satisfaction degree, and found that the experimental group was better than the control group, with statistically significant (P<0.05)difference. Conclusion Reading list can cultivate standardized and systematic reading habitsin teaching temporal bone CT reading, and can help to enhance learning interest, and effectively improve the ability of refresher physicians to read temporal bone CT.

Application of R2CA-PQRST electrocardiogram analysis teaching based on CBL in standardized training of residents

Cai Yiting, Guo Jincheng, Zhang Lixin, Zhang Haibin

2019, 5(5):  461-464.  doi:10.3969/j.issn.2096-045X.2019.05.016

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The Electrocardiogram (ECG) is the most common and foremost detection means for the diagnosis of ardiovascular diseases. Although the resident doctors have systematically studied the ECG diagnosis and arrhythmia of nternal medicine during undergraduate education, it is still a challenge and a key skill for medical students to analyze and interpret ECG accurately after graduation.We explored the ECG analysis teaching method, referred to as “R2CA-PQRST”,both for under graduate education and standardization training of residents in Capital Medical University. This method is easy to remember, when combined with case-based learning (CBL) method to improve the teaching effect, has improved the ability of the standardized training of residents to read and diagnose ECG.

Exploration of early vocational quality education mode for medical students

Hao Zhouhua 1,Zhong Yanyan 1,Meng Pu 2,Qi Haibo 3,Li Sheng 1,Huang Lihua 1,Li Xiaonan 1

2019, 5(5):  465-468.  doi:10.3969/j.issn.2096-045X.2019.05.017

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Objective To explore the teaching mode of early clinical contact for medical students with clinicians as head teachers.Methods Clinical doctors serve as head teachers to carry out early contact clinical practice teaching activities for 179 medical students. Questionnaires were collected after the course and the results were analyzed. Results 100% of the students believed that early exposure to clinical teaching activities was significant. 45.60% of the students believed that they had developed an interest in medicine through early exposure to clinical activities. 29.96% of the students were familiar with the medical work process and understood the knowledge needs of medical work. 24.44% of the students believed that they had gained a new understanding of the medical status through contact with doctors and patients. Conclusion The medical students' early contact with clinical teaching activities led by clinical head teachers has the advantages of flexible teaching time and stable relationship, which is worth promoting.

Exploration of teaching method in clinical practice of otorhinolaryngology for international medical students

Zhuang Huiwen, Chen Kaitian, Wang Xianren, Liu Min, Jiang Guangli, Xiong Guanxia, Wu Xuan

2019, 5(5):  469-473.  doi:10.3969/j.issn.2096-045X.2019.05.018

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Objective To improve the teaching quality of clinical otorhinolaryngology for international medical students. Methods 43 foreign medical students were divided into Experimental Group one and Experimental Group two, and 86 Chinese students served as Control Group. Experimental Group one and Control Group were treated in the same class, yet Experimental Group two were used with multiple teaching methods in English. Analyze the theoretical and operational scores of the three groups of students. Results The test scores of Experimental Group two were significantly better than those of Experimental Group one (P<0.05). There is no statistically significant difference in practice test scores between Experimental Group two and Control Group. Conclusion Multiple teaching methods in English are conducive to improving the teaching quality of international medical students’clinical practice.

Comparative study on teaching contents of general practice community clerkship between foreign and domestic medical undergraduates

Chen Xiaolei, Wang Meirong, Xu Xiaojingyuan, Shao Shuang, Du Juan

2019, 5(5):  474-478.  doi:10.3969/j.issn.2096-045X.2019.05.019

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Currently, no detailed teaching contents and the effect of the community internship is not satisfactory for Chinese medical undergraduates. We reviewed the existing contents of general practice community clerkship in several developed countries. The comparison of the teaching contents between these countries and China could help to broaden our teaching contents and compile the teaching handbook so as to improve the effect of the community practice in China.

Bibliometric analysis of influencing factors of college students’ online learning

Ma Nannan, Jiang Nan, Sun Li

2019, 5(5):  479-484.  doi:10.3969/j.issn.2096-045X.2019.05.020

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Objective To analyze the relevant factors affecting online learning of college students in China and propose feasible optimization strategies. Methods CNKI, Wanfang Data, and VIP (self-built database until November 1, 2018) as data sources, a systematic cross-database search was conducted for the literature related to the influencing factors of online learning for college students in China. Results A total of 93 references were included and 8 high-frequency keywords were extracted, including learning process, learning effectiveness, learning motivation, learning effect, independent learning,online course, self-efficacy and learning behavior. The influencing factors of online learning for college students are mainly divided into internal factors and external factors, and the cumulative frequency is 249 times (52.0%) and 230 times (48.0%),respectively. Conclusion The influencing factors of online learning for college students in China are multifaceted and multi-dimensional. Comprehensive measures should be taken to optimize it.