scholarly journals The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Wanjun Zhao ◽  
Linye He ◽  
Wenyi Deng ◽  
Jingqiang Zhu ◽  
Anping Su ◽  
...  
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Basic Knowledge ◽  
Traditional Group ◽  
Traditional Lecture ◽  
Case Based Learning ◽  
Post Class ◽  
Clinical Thinking

Abstract Background This study aimed to evaluate the effectiveness and efficiency of PBL–CBL combined teaching in thyroid surgery and make observations from the students’ perspectives, based on their satisfaction with the learning process. Methods We prospectively enrolled 354 fourth-year students majoring in clinical medicine, along with 232 residents, from September 2014 to June 2019. These participants were randomly allocated into either the combined PBL–CBL teaching group or the traditional lecture-based classroom group to attend a course about thyroid nodules. Both pre- and post-class quizzes were conducted. An anonymous questionnaire was also administered to both groups to evaluate the students’ perceptions and experiences. We compared the two teaching methods among all the students as well as with the fourth-year students and residents in subgroups. Results The traditional group’s pre-class quiz scores were significantly higher than the PBL–CBL group’s (as determined by a two-tailed t-test at a 95% confidence interval, T = 16.483, P < 0.001). After class, in the PBL–CBL group, the mean total quiz score and the basic knowledge and case analysis scores increased significantly (P < 0.001). The PBL–CBL group’s performance improvement was significantly higher than the traditional group’s (increasing from 52.76 to 70.51 vs. from 67.03 to 71.97). Furthermore, the scores for learning motivation, understanding, student–teacher interaction, the final examination, communication skills, clinical thinking skills, self-learning skills, teamwork skills, and knowledge absorption, as measured by the survey, were significantly higher in the PBL–CBL group than in the traditional group (P < 0.001). Meanwhile, the survey scores representing the amount of students’ free time the course consumed were significantly lower in the PBL–CBL group than in the traditional group (P < 0.001). Conclusions PBL combined with CBL may be an effective method for improving medical students’ and residents’ performance and enhancing their clinical skills.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills.Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Effects on applying micro-film case-based learning model in pediatrics education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF + CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF + CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination. Results The experimental group generally performed better than the control group on the student self-assessment (P<0.05), satisfaction survey (P<0.05), and final examination (80.02 ± 3.77 vs 73.65 ± 3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF + CBL model due to its time- and energy-consuming features. Conclusions Compared with LBL, the MF + CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Community-based Inquiry Improves Critical Thinking in General Education Biology

2008 ◽  
Vol 7 (3) ◽  
pp. 327-337 ◽  
Author(s):  
Ian J. Quitadamo ◽  
Celia L. Faiola ◽  
James E. Johnson ◽  
Martha J. Kurtz
Keyword(s):  
Critical Thinking ◽  
General Education ◽  
College Graduates ◽  
Teaching Method ◽  
Undergraduate Research ◽  
Thinking Skills ◽  
Community Based ◽  
Traditional Group ◽  
Traditional Lecture ◽  
Traditional Courses

National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are considering nontraditional teaching methods that incorporate undergraduate research because they more closely align with the process of doing investigative science. This study compared a research-focused teaching method called community-based inquiry (CBI) with traditional lecture/laboratory in general education biology to discover which method would elicit greater gains in critical thinking. Results showed significant critical-thinking gains in the CBI group but decreases in a traditional group and a mixed CBI/traditional group. Prior critical-thinking skill, instructor, and ethnicity also significantly influenced critical-thinking gains, with nearly all ethnicities in the CBI group outperforming peers in both the mixed and traditional groups. Females, who showed decreased critical thinking in traditional courses relative to males, outperformed their male counterparts in CBI courses. Through the results of this study, it is hoped that faculty who value both research and critical thinking will consider using the CBI method.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Case-based learning through small private online course for surgical internship teaching during COVID-19 pandemic in China

2020 ◽  
Author(s):  
Junjie Wang ◽  
Xianzhe Huang ◽  
Ke Pan ◽  
Xin Yang ◽  
Da Ren ◽  
...  
Keyword(s):  
Teaching Method ◽  
Clinical Analysis ◽  
Basic Knowledge ◽  
Online Course ◽  
High Quality Education ◽  
Case Based Learning ◽  
Community Transmission ◽  
Novel Coronavirus ◽  
The Impact ◽  
Case Based

Abstract Background In China, the outbreak of novel coronavirus disease 2019 (COVID-19) was a severe public health emergency that postponed the spring-summer semester of schools and forced students to implement home quarantine to prevent community transmission. Surgical interns’ regular learning was seriously affected during the pandemic, and was almost impossible to carry out. Methods This study aims to explore a novel online medical teaching method during the COVID-19 pandemic. A 12-week case-based learning through small private online course was conducted for 108 medical students who were supposed to practice surgery at the Second Xiangya Hospital of Central South University but were delayed because of the pandemic. At the end of the course, final test and questionnaire survey were completed. The scores of final tests were compared with those before pandemic of the same students when receiving traditional surgical internship teaching. Results The case-based learning through small private online course during the pandemic significantly increased the scores of students in the surgical basic knowledge(90.00 ± 4.76 vs. 85.81 ± 7.45, P = 0.003) and clinical analysis ability(89.55 ± 3.41 vs. 84.57 ± 5.07, P = 0.000), but decreased the scores of clinical operative skills(79.19 ± 5.52 vs. 85.28 ± 9.45, P = 0.002 ). According to the survey, 91.6% of the students thought it was necessary to carry out the online internship teaching and 88.9% of students were satisfied with this teaching method. Conclusions It was concluded that case-based learning through small private online course effectively minimized the impact of COVID-19 for surgical intern teaching by providing high-quality education.

scholarly journals Practice of Clinical Teaching Reform based on Health Belief Model

2021 ◽  
Vol 14 ◽  
pp. 113-118
Author(s):  
Fenggang Pan
Keyword(s):  
Health Belief Model ◽  
Clinical Teaching ◽  
Clinical Medicine ◽  
Teaching Method ◽  
Health Belief ◽  
Teaching Reform ◽  
Clinical Thinking ◽  
Belief Model ◽  
Learning Interest ◽  
The Health Belief Model

The purpose of this study is to study the effect of this health education mode on the practice of clinical teaching reform based on the health belief model. We made an attempt and satisfaction survey on three teaching methods of clinical medicine courses for 90 students in our school. The results show that the clinical teaching method based on the health belief model is novel, clear in thinking, focused and easy to understand and remember. At the same time, taking cases to analyze, it strengthens the training of clinical thinking, cultivates a kind of ability and stimulates learning interest. This shows that the practice of clinical teaching reform based on health belief model is basically complete and feasible, and provides a set of scientific and reasonable methods for clinical teaching in the future.

scholarly journals Comparison of problem/case-based learning with lecture-based learning in the clinical teaching of ophthalmology

2019 ◽  
Vol 6 (4) ◽  
pp. 1380
Author(s):  
Changfan Wu ◽  
Anran Chen ◽  
Yan Yu ◽  
Haifeng Zhao ◽  
Lingfei Hu ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Clinical Teaching ◽  
Ocular Trauma ◽  
Teaching Method ◽  
Problem Case ◽  
Case Based Learning ◽  
Clinical Thinking ◽  
Case Based

Background: Few researches have focused on the effectiveness of problem/case-based learning (PCBL) method in clinical teaching of ophthalmology among undergraduate students and their evaluation feedbacks to this method. Knowledge of current different approaches of teaching clinical ophthalmology might help to achieve better learning effect. So, our aim was to compare problem/case-based learning (PCBL) with lecture-based learning (LBL) in the education of medical students and investigate the student perceptions of teaching ophthalmology by the PCBL approach.Methods: Two classes of fourth-year medical students were divided into two groups by class-based randomly and were taught the ocular trauma course. A total of 76 students studied in lectures and 87 students learned in a problem/case -based learning discussion session. Five questions were designed on ocular trauma in the final examination to evaluate the effectiveness of these two teaching methods. Students with the PCBL perceptions were collected to analyse the effectiveness of the PCBL.Results: Comparing with LBL, a significantly higher overall examination score occurred in the PCBL group. Most students in the PCBL class agreed that PCBL performed better in improving their understanding of the subject materials, promoting learning motivation, and enhancing the communication skill and clinical thinking method.Conclusions: The PCBL is an effective approach to assist students in understanding the clinical diagnosis and treatment of ocular diseases. This teaching method helps students increase the motivation of improving learning and problem-handling skills. 

Functional diseases and clinical medicine

2017 ◽  
pp. 24-30
Author(s):  
А.Б. Салтыков ◽  
С.В. Грачев
Keyword(s):  
Structural Changes ◽  
Clinical Medicine ◽  
Complex Nature ◽  
Pathogenic Factors ◽  
Adaptive Mechanisms ◽  
Primary Deficit ◽  
Current Characteristics ◽  
Clinical Thinking ◽  
Reductionist Approach ◽  
The Ideal

Редукционистский подход в медицине рассматривает живые системы в качестве закрытых (замкнутых) образований, функции которых полностью детерминированы свойствами соответствующих материальных компонентов. Каждое нарушение функции объясняется предшествующими изменениями структур, реализующих эту функцию. Из этого следует, что любая патология структурно-функциональна по своей сути, а понятие «функциональные заболевания» - принципиально ошибочно из-за искажения причинно-следственных отношений. По мере прогресса медицины ожидается открытие собственно первичных структурных маркеров «функциональных» заболеваний, что будет иметь решающее значение для их ранней диагностики и патогенетического лечения (ориентированного прежде всего, на устранение первичного звена расстройств). Вместе с тем, в медицине существует более общий холистический (функционально ориентированный) подход, формирующий иной стереотип клинического мышления. В этих рамках любая патология объясняется недостаточностью адаптивных функций организма в изменившихся условиях существования. Обычно сложный характер функциональных взаимодействий делает невозможным их описание на основе текущих характеристик материальных компонентов системы, особенно при воздействии на организм внешних патогенных факторов. Именно внешние воздействия способны инициировать первичный дефицит адаптивных механизмов с заведомо вторичными структурными изменениями, что позволяет перестать рассматривать «функциональные болезни» как принципиально ошибочное понятие. Первичный дефицит функций наиболее нагляден при информационной патологии, идеальная природа которой не сводится к соответствующим материальным носителям. Все это ставит под сомнение возможность обнаружения собственно первичных структурных маркеров некоторых заболеваний, особенно если в их основе лежит информационная патология (невроз, нервная анорексия, психическая аменорея, морская болезнь, некоторые формы фантомных болей и др.). Reductionist approach in medicine considers living systems as closed (closed) formations whose functions are completely determined by the properties of the corresponding material components. Each disturbance of the function is explained by previous changes in the structures that realize this function. From this it follows that any pathology is structurally functional in its essence, and the concept of «functional diseases» is fundamentally erroneous because of the distortion of cause-effect relationships. As medicine progresses, the actual primary structural markers of «functional» diseases are expected to be discovered, which will be crucial for their early diagnosis and pathogenetic treatment (primarily aimed at eliminating the primary link of disorders). At the same time, in medicine there is a more general holistic (functionally oriented) approach, forming a different stereotype of clinical thinking. Within this framework, any pathology is due to the lack of adaptive functions of the organism in the changed conditions of existence. Usually the complex nature of functional interactions makes it impossible to describe them on the basis of the current characteristics of the material components of the system, especially when external pathogenic factors influence the organism. It is external actions that can initiate a primary deficit of adaptive mechanisms with known secondary structural changes, which allows us to stop treating «functional diseases» as a fundamentally wrong concept. The primary deficit of functions is most evident in information pathology, the ideal nature of which is not reduced to the corresponding material carriers. All this calls into question the possibility of detecting the primary structural markers of certain diseases, especially if they are based on information pathology (neurosis, anorexia nervosa, mental amenorrhea, seasickness, some forms of phantom pains, etc.).

Clinical Skills in Children's Nursing

2010 ◽  
Keyword(s):  
Nursing Students ◽  
Clinical Skills ◽  
Quality Care ◽  
Student Nurses ◽  
Thinking Skills ◽  
Evidence Base ◽  
Critical Thinking Skills ◽  
Family Needs ◽  
Online Resource ◽  
Key Terms

Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms

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