scholarly journals Application Effect of Clinical Pathway Teaching Method in Clinical Teaching of Cardiology

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Xiaopeng Wu ◽  
Hongmei Shangguan ◽  
Leisen Han ◽  
Tongchao Xing
Keyword(s):  
Clinical Pathway ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Reference Group ◽  
Teaching Quality ◽  
Double Blind ◽  
Satisfaction Degree ◽  
Examination Result ◽  
Experimental Group ◽  
Assessment Results

Objective: To study the clinical effect of applying clinical pathway teaching method in clinical teaching of cardiology. Methods: This paper verifies and calculates that 50 interns working in cardiology department in our hospital from October 2016 to October 2019 are divided into groups and compared in the form of double-blind method. The reference group (N=25) uses traditional teaching methods, and the experimental group (N=25) uses clinical pathway teaching method. The satisfaction degree, teaching quality, theoretical assessment results, operation assessment and comprehensive assessment results of interns in the experimental group and the reference group are compared. Results: The satisfaction degree, theoretical examination result, operation examination, comprehensive examination result, improvement of team spirit, professional quality, improvement of professional ethics, standardized diagnosis and treatment, improvement of clinical problem handling ability, stimulation of learning interest and cultivation of clinical thinking of the interns in the experimental group were compared with those of the reference group(P<0.05), showing the value of statistical comparison and demonstration between data indexes. Conclusion: The application of clinical path-teaching method in clinical teaching of cardiology can improve the clinical teaching effect and teaching quality.

Application Research and Practice of TBL Innovative Teaching Method in the Course of Clinical Biochemical Testing Technology

2020 ◽  
Vol 9 (1) ◽  
pp. 14
Author(s):  
Hongxia Gao ◽  
Yan Liu ◽  
Guoqing Wang
Keyword(s):  
Clinical Biochemistry ◽  
Teaching Method ◽  
Teaching Quality ◽  
Evaluation Methods ◽  
Average Score ◽  
Control Group ◽  
Innovative Teaching ◽  
Biochemistry Test ◽  
Experimental Group ◽  
Innovative Teaching Method

The purpose of this study is to explore the practical application effect of TBL innovative teaching method in the course of clinical biochemistry test technology. The research object is all undergraduate students in the laboratory major of 2018 medical school of our university. The research method is comparative experiment method, the teaching method of LBL teaching is set as control group, while the experimental group adopts TBL teaching method. By the final teaching evaluation and the data collected in the process, the influence of TBL teaching methods on the teaching effect of the course is compared and analyzed. The evaluation methods are combined with subjective and objective evaluation. The evaluation methods include questionnaire, student mutual evaluation, final test and other multiple ways. And the results of this study showed that the average score of the experimental group using TBL teaching method was significantly higher than that of the control group using traditional teaching method. In addition, through the process evaluation, it was found that the students in the experimental group were superior to the students in the control group in terms of learning interest, communication ability and learning methods. As a result, the application of TBL teaching method in the teaching of clinical biochemistry test obviously promotes the teaching quality and effect of this course.

scholarly journals "Hand as Foot Teaching Method" Application in Upper Cervical Anatomy and Common Diseases

2021 ◽  
Author(s):  
Haijing Hao ◽  
Lu Xu ◽  
Haohui Wang ◽  
Zhe Wang ◽  
Xingyu Liu ◽  
...  
Keyword(s):  
Clinical Teaching ◽  
Teaching Method ◽  
Cervical Vertebra ◽  
Teaching Quality ◽  
Three Dimensions ◽  
Upper Cervical Spine ◽  
Doctor Patient Communication ◽  
Teacher Student ◽  
Upper Cervical ◽  
Medical University

Abstract Background“Hand as Foot teaching method” has been applied to the clinical teaching of various orthopaedic subspecialties and achieved good results, but it has not been carried out in the specialized teaching of spine surgery, especially the upper cervical spine. The orthopedics teaching team of the Second Affiliated Hospital of Harbin Medical University applied this teaching method to the clinical teaching of atlantoaxial anatomical relationships and common atlantoaxial diseases.MethodsThe "Hand as Foot Teaching Method" was used to teach key and difficult points for master students of osteology in the Second Affiliated Hospital of Harbin Medical University, supplemented by PPT + anatomical specimens to assist the teaching process.Results"Hand as Foot Teaching Method" can concretize the complex anatomical structure of upper cervical vertebra, thus deepening students' understanding and memory of difficult points, enhancing teacher-student interaction and activating the teaching atmosphere.Conclusion"Hand as Foot Teaching Method" can be applied to the clinical teaching of atlantoaxial knowledge. Compared with the simple application of PPT + model teaching, this teaching method is more helpful for students to grasp difficulties quickly and in three dimensions, significantly improve the teaching quality, and can even be applied to preoperative doctor-patient communication. It has application and promotion value in clinical teaching of spinal surgery.

scholarly journals Application of PDCA Cycle in Clinical Teaching of Respiratory Medicine During the Outbreak of COVID-19

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Meifang Ren ◽  
Cheng Huang
Keyword(s):  
Clinical Teaching ◽  
Teaching Method ◽  
Respiratory Medicine ◽  
Control Group ◽  
Traditional Teaching ◽  
Teaching Content ◽  
Pdca Cycle ◽  
Traditional Teaching Methods ◽  
Experimental Group

Objective: The study was to analyze the application of PDCA cycle in the clinical teaching of respiratory department during the outbreak of COVID-19. The teaching content focused on the prevention, control, diagnosis and treatment of COVID-19. Methods: Thirty clinical interns who entered the Department of Respiratory Medicine in our hospital from June 2020 to December 2020 were selected as the research objects and were randomly divided into two groups. The control group adopted traditional teaching methods and the experimental group adopted PDCA cycle. The teaching effect of the two group was compared. Results: The experimental group that used the PDCA cycle method had significantly higher theoretical knowledge, treatment skills, and comprehensive quality evaluation of COVID-19 than the traditional teaching method of the control group. Conclusion: The application of the PDCA cycle method in clinical teaching activities can improve the teaching process during the outbreak of COVID-19 and help improve the overall quality of clinical interns.

scholarly journals The Efficacy of Different Interventional Chemoembolization Regiments Combined with Radiofrequency Ablation in the Treatment of Primary Liver Cancer and its Effects on Patients’ Immune Function

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Liangjin Liu ◽  
Lianglong Wu
Keyword(s):  
Radiofrequency Ablation ◽  
Liver Cancer ◽  
Adverse Reactions ◽  
Reference Group ◽  
Primary Liver Cancer ◽  
Clinical Effects ◽  
Double Blind ◽  
Double Blind Method ◽  
Experimental Group ◽  
Target Data

Objective: To study and compare the clinical effects of the combination of different interventional embolization chemotherapy and radiofrequency ablation in patients with primary liver cancer. Methods: In this paper, based on the target data validation of those 60 patients with primary liver cancer treated in the hospital during the period from May 2017 to May 2018, the double-blind method was used for the comparison between groups. Patients in the reference group were treated with the combination of cis-platinum interventional chemoembolization regimen and radiofrequency ablation, while those in the experimental group were treated with the combination of lobaplatin interventional chemoembolization regimen and radiofrequency ablation. Then, the efficacy of both groups was compared. Results: After the treatment, the clinically effective total value, the calculation value of adverse reactions, and the value of IgA, IgM, IgG and AFP of the experimental group were compared with those of the reference group. In addition, the value of IgA, IgM, IgG and AFP of both groups after and before the treatment were compared. The experimental results showed that the data was statistically significant (P<0.05). Conclusion: The combination of lobaplatin and cisplatin interventional embolization chemotherapy and radiofrequency ablation has some effects in patients with primary liver cancer, but the former one showed more significant effects.

Application analysis of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopaedic nursing

2021 ◽  
pp. 002072092110032
Author(s):  
Bo Liu ◽  
Changhui Xiao
Keyword(s):  
Communication Skills ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Patient Communication ◽  
Traditional Teaching ◽  
Scenario Simulation ◽  
Teaching Mode ◽  
Teaching Satisfaction ◽  
Better Than ◽  
Assessment Results

Objective To investigate the application value of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopedic nursing. Methods 104 nursing interns who were employed in the orthopedics department of our hospital from March 2018 to March 2020 were selected and randomly divided into traditional teaching (TT) group (n = 52) and joint teaching (JT) group (n = 52). Among them, the traditional teaching mode was adopted in the TT group, while the scenario simulation teaching method combined with progressive teaching mode was adopted in the JT group. The theoretical examination results, performance assessment results, comprehensive assessment results, the scores of nurse-patient communication skills, the CTDI-CV (Critical Thinking Disposition Inventory-Chinese Version) scores and the teaching satisfaction in the two groups of nursing interns were compared and analyzed. Results The theoretical examination results, performance assessment results and comprehensive assessment results in the JT group were significantly better than those in the TT group, with statistical differences (P < 0.05, t = 12.91, t = 11.65, t = 9.92). The scores of nurse-patient communication skills and the CTDI-CV scores in the JT group were significantly better than those in the TT group, with statistical differences (P < 0.05, t = 22.18, t = 16.88). Teaching satisfaction of 94.23% in the JT group was significantly higher than 73.08% in the TT group, with statistical differences (P < 0.05, χ2 = 11.6050). Conclusion The application of scenario simulation teaching method combined with progressive teaching mode in clinical teaching of orthopedic nursing can effectively consolidate nursing interns’ understanding of theoretical knowledge and significantly improve the proficiency in operating skills, the nurse-patient communication skills, the critical thinking ability in judging patients' conditions and nursing measures, as well as the nursing interns' teaching satisfaction of nursing, which is of positive significance to improve nursing interns’ nursing quality.

scholarly journals Clinical Application Significance of Nutritional Support Therapy in Patients with End-stage Malignant Tumor

2018 ◽  
Vol 2 (4) ◽  
Author(s):  
Tao Qin ◽  
Zonghui Jiang
Keyword(s):  
Nutritional Support ◽  
Malignant Tumors ◽  
Reference Group ◽  
Statistical Significance ◽  
Post Treatment ◽  
Double Blind ◽  
Fatigue Score ◽  
Superior Effect ◽  
End Stage ◽  
Experimental Group

【Abstract】Objective: To analyze the effect of nutritional support therapy on the clinical outcomes in patients with end-stage malignant tumors. Methods: Sample data collection was conducted from April 2015 to July 2018. Fifty-four patients with end-stage malignant tumors were enrolled in the study. They were divided into reference group (n=27) and experimental group (n= 27) by double-blind method. Conventional treatment was used in the reference group, while nutritional support therapy was used in the experimental group. The treatment effects of the two groups were compared. Results: Post-treatment effect of the experimental group and the reference group were compared using the parameters including total adverse reaction value, Cancer-Related Fatigue Score, quality of life, A/G, AS:AL, ALP, BUN, anorexia score, ALB, UA. The parameters such as A/G, AS:AL, ALP, BUN, anorexia score, ALB, UA were also used to compare between pre and post-treatment. The value of P <0.05 was used to indicate the statistical significance of the test. Conclusion: Nutritional support therapy had a superior effect in patients with end-stage malignant tumors.

scholarly journals Study on the Combination of “Online Open Course” and “Cloud Class” in the Embryology Teaching: a randomized controlled trial

2019 ◽  
Author(s):  
Linlin Gong ◽  
Yang Song ◽  
Xin Zhou ◽  
Jun Hu ◽  
Jian Li ◽  
...  
Keyword(s):  
Curriculum Design ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Teaching Quality ◽  
Learning Ability ◽  
Controlled Study ◽  
Control Group ◽  
Randomized Controlled ◽  
Open Courses ◽  
Experimental Group

Abstract Background The purpose of this study was to illustrate that only by focusing on curriculum design and implementation can we use modern information education tools reasonably and effectively. Thus it could provide an interactive platform to improve the teaching quality and to change the traditional classroom from “passive learning” into “initiative learning”. Methods A prospective, randomized controlled study was performed. Students of Clinical Medicine (The First and Second Affiliated Hospital) enrolled in 2017 were taken as the research subjects. 3 classes were chosen in the experimental group using the new blended teaching strategy(combination of “online open courses” and “Cloud Class”), while the other 3 classes were allocated to the control group using the traditional teaching method. A questionnaire about “evaluation of learning environment, self-learning ability and teaching effects” was administered in the experimental group after class. The whole learning process was evaluated to form formative assessment, which worked as the daily grade. All the students took an examination in the final semester. Results The rank sum test were used to measure the statistical difference between the two groups. Comparison of academic achievement in the embryology part of final exam between the two groups, statistically significant differences could be identified (p =0.005). The results revealed that the combination teaching strategy could significantly enhance the final score of medical students compared with the control. The questionnaire showed that most students thought the new teaching method bringing a good experience of online learning. And application of smartphones not only stimulated their interests in learning, but also made perfect use of fragmented time. Reviewing videos after the class might prove more effective. Most students from the experimental group were satisfied with the new teaching strategy, and more than 90% students accepted this online and offline combination teaching module. Conclusion The combination of “online open courses” and “Cloud Class” provides a platform for improving students’ learning ability and learning effects. These results demonstrate that the new approach appears to be a successful learning method among the fresh students.

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.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

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