Reform and Practice of Clinical Teaching of Hematology

2020 ◽  
Vol 9 (4) ◽  
pp. 147
Author(s):  
Weixia Nong
Keyword(s):  
Internal Medicine ◽  
Clinical Practice ◽  
Teaching Methods ◽  
Theoretical Basis ◽  
Clinical Teaching ◽  
Practical Interest ◽  
Theoretical Knowledge ◽  
Blood Diseases ◽  
Online Platforms ◽  
Specialized Subject

Hematology is a highly specialized subject in internal medicine, including complex theoretical knowledge and practical courses, such as Blood Testing. Clinical internship is a challenge that medical students must face, but the theoretical basis for learners , initiatives and teaching methods, quality and other requirements are quite high. The actual clinical teaching of blood diseases are facing great challenges in these areas. On the basis of analyzing the current dilemma faced by the clinical teaching of hematology, this article explores the reform of clinical practice in hematology from the aspects of optimizing content, increasing students 'practical interest, reforming teaching methods, improving teachers' quality, and using online platforms Methods and approaches.

Application of CBL Teaching Method Combined with Situational Simulation Teaching in Clinical Teaching of Anesthesiology and Its Influence on Improving Theoretical Knowledge and Clinical Practice Ability of Anesthesiology Medical Students

2021 ◽  
Vol 7 (5) ◽  
pp. 4332-4340
Author(s):  
Jiayu Lu ◽  
Jianhong Bai ◽  
Zhenpeng Liu ◽  
Songyuan Chi ◽  
Zhaoxiang Yu ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Interpersonal Communication ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Reference Group ◽  
Learning Ability ◽  
Study Group ◽  
Theoretical Knowledge ◽  
Significant Difference

Objective. To analyze the application of case based learning (CBL) teaching method combined with situational simulation teaching in clinical teaching of anesthesiology and its influence on improving theoretical knowledge and clinical practice ability of anesthesiology medical students. Methods. 42 anesthesiology medical students who came to our hospital for internship from March 2019 to March 2020 were selected as the research objects, and were randomly divided into the study group and the reference group, with 21 students in each group. The CBL teaching method combined with situational simulation teaching was adopted for the study group, while the traditional teaching mode was adopted for the reference group. After the teaching, both groups of students were assessed in theory and skill operation, and the scores were compared. Results. There was no significant difference in gender ratio, average age, only-child or not, home address and aspiration to choose this major between the two groups (P>0.05). After training, the scores of theory test and skill operation in both groups were significantly higher than those before training (P<0.001), and the scores in the study group were significantly higher than those in the reference group (P<0.001). The scores of fill-in-the-blankquestions, noun explanations and essay questions of the study group were significantly higher than those of the reference group (P<0.001). The study group was better than the reference group in deepening learning and memory,improving autonomous learning ability, stimulating learning interest, and cultivating clinical thinking (P<0.05). The scores of professional practical ability, professionalattitude,management ability, interpersonal communication ability, professional development ability, and critical thinkingability in the study group were significantly higher than those in the reference group (P<0.05). After training, the humanistic care abilityscores of both groups were significantly higher than those before training (P<0.001), and the score in the study group was significantly higher than that in the reference group (P<0.001).The total recognition of the study group was significantly higher than that of the reference group (P<0.05). Conclusion. CBL teaching method combined with situational simulation teaching can significantly improve students’ mastery of theoretical knowledge and practical operation of clinical anesthesiology, and stimulate their humanistic care consciousness, which can lay the foundation for cultivating professional talents of anesthesiology in our hospital.

scholarly journals A collective case study of supervision and competence judgments on the inpatient internal medicine ward

2021 ◽  
Author(s):  
Tristen Gilchrist ◽  
Rose Hatala ◽  
Andrea Gingerich
Keyword(s):  
Internal Medicine ◽  
Clinical Supervision ◽  
Clinical Teaching ◽  
Senior Resident ◽  
Structured Interviews ◽  
Collective Case Study ◽  
Teaching Unit ◽  
Competency Based ◽  
Trainee Competence

Abstract Introduction Workplace-based assessment in competency-based medical education employs entrustment-supervision scales to suggest trainee competence. However, clinical supervision involves many factors and entrustment decision-making likely reflects more than trainee competence. We do not fully understand how a supervisor’s impression of trainee competence is reflected in their provision of clinical support. We must better understand this relationship to know whether documenting level of supervision truly reflects trainee competence. Methods We undertook a collective case study of supervisor-trainee dyads consisting of attending internal medicine physicians and senior residents working on clinical teaching unit inpatient wards. We conducted field observations of typical daily activities and semi-structured interviews. Data was analysed within each dyad and compared across dyads to identify supervisory behaviours, what triggered the behaviours, and how they related to judgments of trainee competence. Results Ten attending physician-senior resident dyads participated in the study. We identified eight distinct supervisory behaviours. The behaviours were enacted in response to trainee and non-trainee factors. Supervisory behaviours corresponded with varying assessments of trainee competence, even within a dyad. A change in the attending’s judgment of the resident’s competence did not always correspond with a change in subsequent observable supervisory behaviours. Discussion There was no consistent relationship between a trigger for supervision, the judgment of trainee competence, and subsequent supervisory behaviour. This has direct implications for entrustment assessments tying competence to supervisory behaviours, because supervision is complex. Workplace-based assessments that capture narrative data including the rationale for supervisory behaviours may lead to deeper insights than numeric entrustment ratings.

FEATURES OF THE APPLICATION OF GAME TECHNOLOGIES DURING SOCIAL STUDIES LESSONS AT SCHOOL

2021 ◽  
Vol 53 (1) ◽  
pp. 107-114
Author(s):  
A. V. Tolochko ◽  
Keyword(s):  
High School ◽  
Social Studies ◽  
Teaching Methods ◽  
Quality Education ◽  
Theoretical Research ◽  
Theoretical Knowledge ◽  
Play Activity ◽  
Educational Motivation ◽  
Educational Situation ◽  
The Individual

The article focuses on the problems of teaching social studies at high school. The author tries to actualize the use of gaming technologies during lessons. The aim of the study is to determine the effectiveness of the game in teaching social studies to schoolchildren. During social studies lessons, it is necessary to use various teaching methods, one of which is the game. Thanks to the game, the theoretical knowledge gained during the lesson will be much better assimilated by students. Also, thanks to game technologies, it is possible to solve the problem of educational motivation of schoolchildren; it will be interesting for any student to participate in a game. Play activity today is of great importance in the development and education of the individual, as it gives each child an opportunity to feel themselves as a subject of a certain type of activity, to express themselves, to form thier own abilities. During the game, an intellectually passive student can perform such a volume of work that is completely inaccessible to them in a traditional educational situation. In scientific and other pedagogical studies related to play activities, one can find the concept of an "emotional accelerator" of learning. In addition to theoretical research, the article describes a pedagogical experiment, in which 20 students of 10th grades took part. The article says that using various play forms and methods it is possible to alternate between “serious” and “frivolous” work, and thereby ensure sustained attention to the studied material in the classroom, and the study of the course “Social Studies” at high school is a vital necessity. It is important to provide quality education using various active methods and techniques, in particular, using the form of business games.

scholarly journals An analysis of pedagogic research in physiotherapy education

2006 ◽  
Vol 62 (1) ◽  
Author(s):  
D. J. Mothabeng
Keyword(s):  
Clinical Practice ◽  
South African ◽  
Clinical Education ◽  
Teaching Methods ◽  
Review Paper ◽  
Three Dimensional ◽  
Research Focus ◽  
Pedagogic Research ◽  
Research In Education ◽  
Physiotherapy Education

Purpose: The focus of this retrospective review paper is toexplore and analyse pedagogic research development in physiotherapy education in South Africa.Methods: A content analysis of publications by educators in the SA Journal of Physiotherapy between 1989 and 2003 was conducted to identify and classify the pedagogic articles. Further analysis of physiotherapy education articles was performed to determine the primary foci of the education research, using a three- dimensional pedagogic outcomes research framework.Data analysis: Descriptive statistics in terms of frequencies, means and percentages was used for the analysis. Results: The results revealed that most of the educators’ articles focused on clinical practice. Only 23% of the articles were about education and the majority of those were on clinical education (72%), with few articles on curriculum issues and teaching methods. Conclusion: The research focus of South African Physiotherapy educators is more on the clinical practice, and not on education. The importance of linking research, clinical practice and education cannot be overemphasized, hence the need to develop research in education.

Clinical Teaching Methods for Stimulating Students' Critical Thinking

2016 ◽  
Vol 1 (11) ◽  
pp. 3-17 ◽  
Author(s):  
Samantha J. Procaccini ◽  
Nancy J. Carlino ◽  
Denise M. Joseph
Keyword(s):  
Critical Thinking ◽  
Teaching Methods ◽  
Clinical Teaching ◽  
Clinical Decision ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Speech Language Pathology ◽  
Clinical Educators ◽  
Integral Role ◽  
Language Pathology

Critical thinking is a prerequisite to making any sound clinical decision. Many students entering into the fields of speech-language pathology and audiology are not equipped with the necessary critical thinking skills to formulate evidence-based clinical decisions. Clinical educators play an integral role in facilitating the development of students' critical thinking skills. Most clinical educators recognize the significance of, and implications for implementing teaching methods which foster critical thinking. However, many clinical educators demonstrate uncertainty about which methods to employ and how to implement such methods. This article will discuss the selection and implementation of effective teaching methods for developing students' critical thinking.

scholarly journals Are multiple-choice questions a good tool for the assessment of clinical competence in Internal Medicine?

2018 ◽  
Vol 12 (2) ◽  
pp. 88 ◽  
Author(s):  
Flavio Tangianu ◽  
Antonino Mazzone ◽  
Franco Berti ◽  
Giuliano Pinna ◽  
Irene Bortolotti ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Clinical Practice ◽  
Clinical Competence ◽  
Reliable Method ◽  
Professional Competence ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
High Quality ◽  
Good Tool ◽  
Design Review

There are many feasible tools for the assessment of clinical practice, but there is a wide consensus on the fact that the simultaneous use of several different methods could be strategic for a comprehensive overall judgment of clinical competence. Multiple-choice questions (MCQs) are a well-established reliable method of assessing knowledge. Constructing effective MCQ tests and items requires scrupulous care in the design, review and validation stages. Creating high-quality multiple-choice questions requires a very deep experience, knowledge and large amount of time. Hereby, after reviewing their construction, strengths and limitations, we debate their completeness for the assessment of professional competence.

scholarly journals A qualitative study of physicians’ perceptions and preferences for implementing Venous Thromboembolism (VTE) clinical practice guidelines informed by the Theoretical Domains Framework (TDF)

2021 ◽  
Author(s):  
Juliana Abboud ◽  
Abir Abdel Rahman ◽  
Niaz Shaikh ◽  
Martin Dempster ◽  
Pauline Adair
Keyword(s):  
Internal Medicine ◽  
Clinical Practice ◽  
Venous Thromboembolism ◽  
Clinical Practice Guidelines ◽  
Practice Guidelines ◽  
Financial Burden ◽  
Theoretical Domains Framework ◽  
Family Influence ◽  
Structured Interviews ◽  
Hospital Policy

Abstract Background This study used the Theoretical Domains Framework to explore the beliefs and perceptions of physicians to influence the uptake of Venous Thromboembolism prevention guidelines.Methods Semi-structured interviews were conducted with a stratified purposive sample of internal medicine physicians in an acute hospital. The interview topic guide was developed using the Theoretical Domains Framework to identify the factors perceived to influence practice. Two researchers coded the interview transcripts using thematic content analysis. Emerging relevant themes were mapped to TDF domains.Results A total of sixteen medical physicians were interviewed over a six-month period. Nine theoretical domains derived from thirty-three belief statements were identified as relevant to the target behaviour; knowledge (education about the importance of VTE guidelines); beliefs about capabilities (with practice VTE tool easier to implement); beliefs about consequences ( positive consequences in reducing the development of VTE, length of stay, financial burden and support physician decision) and (negative consequence risk of bleeding); reinforcement (recognition and continuous reminders); goals (patient safety goal); environmental context and resources (workload and availability of medications were barriers, VTE coordinator and electronic medical record were enablers); social influences (senior physicians and patient/family influence the VTE practice); behavioural regulation (monitoring and mandatory hospital policy); and nature of the behaviour.Conclusions Using the Theoretical Domains Framework, factors thought to influence the implementation of VTE clinical practice guidelines in the internal medicine department were identified. These factors present theoretically based targets for future interventions.

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