Objective To evaluate the feasibility and significance of problem-based learning (PBL) in orthopedic internship. Methods A total of 315 students in grade 2002 were involved in PBL during their internship in the Department of Orthopedics at the First Affiliated Hospital of China Medical University, Shenyang, China. Teaching effectiveness was evaluated with a questionnaire and an ability examination. The results of PBL teaching during different semesters were compared, and the feasibil ity and significance of PBL were analyzed. Results Students who participated in PBL were in a dominant position and were more active in the learning process. The PBL pattern could improve students’ ability to identify, analyze and solve problems, and also contribute to fostering and enhancing their clinical thinking. This could help them solve the problems that emerged from the theory curriculum.Conclusions The PBL pattern used in the orthopedics internship has advantages and practical significance, which are applicable in modern medical teaching practice.
Objective To explore the application effect of 3D printed heart models in the training of young cardiac surgeons, and evaluate their application value in surgical simulation and skill improvement. MethodsEight young cardiac surgeons were selected form West China Hospital as the trainees. Before training, the Hands-On Surgical Training-Congenital Heart Surgery (HOST-CHS) operation scores of the 8 cardiac surgeons were obtained after operating on 2 pig heart models of ventricular septal defect (VSD). Subsequently, simulation training was conducted on a 3D printed peri-membrane VSD heart model for 6 weeks, once a week. After the training, all trainees completed 2 pig heart VSD repair surgeries. The improvement of doctors’ skills was evaluated through survey questionnaires, HOST-CHS scores, and operation time after training. ResultsBefore the training, the average HOST-CHS score of the 8 trainees was 52.2±6.3 points, and the average time for VSD repair was 54.7±7.1 min. During the 6-week simulation training using 3D printed models, the total score of HOST-CHS for the 8 trainees gradually increased (P<0.001), and the time required to complete VSD repair was shortened (P<0.001). The trainees had the most significant improvement in scores of surgical cognition and protective awareness. The survey results showed that trainees were generally very satisfied with the effectiveness of 3D model simulation training. Conclusion The 3D printed VSD model demonstrates significant application advantages in the training of young cardiac surgeons. By providing highly realistic anatomical structures, 3D models can effectively enhance surgeons’ surgical skills. It is suggested to further promote the application of 3D printing technology in medical education, providing strong support for cultivating high-quality cardiac surgeons.
ObjectiveTo investigate the effects of medical simulation (MST) combined with case-based learning (CBL) in training of trainee doctors in emergency department. MethodA total of 120 trainee doctors practicing in the emergency department between March 2008 and December 2014 were randomly divided into two groups:MST combined with CBL group and CBL group, who accepted MST combined with CBL training and merely CBL training, respectively. The training effects were evaluated in terms of theoretical knowledge, practical operation, comprehensive abilities of case analysis and questionnaire survey. The results were compared and analyzed with the t test. The P value less than 0.05 was a significant difference. ResultsTrainee doctors in MST combined with CBL group acquired higher scores in all of the indicators (P<0.05). ConclusionsMST combined with CBL is a feasible method and has a better effect in training of trainee doctors in Emergency Department.
目的 促进医学生化检验课程理论与实验的结合，提高学生学习实验兴趣，增强学生临床对话的能力。 方法 通过创建问题情景和病例，在医学检验专业本科班中应用以问题为导向教学法（PBL），结合病例教学方法进行临床生化检验实验教学改革。 结果 问卷调查显示，学生在教学内容掌握、学习的主动性、综合分析能力、创新能力、团队协作等方面均得到明显提高。92.6%的学生认为PBL结合病例教学法优于传统实验教学法。 结论 PBL结合病例教学法值得在生化检验实验教学中加以推广。
Objective To explore the effectiveness of situational experiential teaching mode in emergency internship teaching. Methods Interns from the Department of Emergency, Jiangyou Fifth People’s Hospital from July 2022 to May 2023 were selected as the research subjects. The interns were randomly divided into a trial group and a control group using a random number table method. The trial group adopted a situational experiential teaching mode, while the control group adopted a traditional teaching mode. Theoretical knowledge testing, clinical comprehensive ability assessment, and clinical information feedback were used to evaluate the effectiveness of different teaching methods. Results A total of 90 interns were included, with 45 people in each group, aged 18-23 years old. Both groups consist of 18 clinical medicine students and 27 clinical nursing students. There was no statistically significant difference in academic performance in school between the two groups of interns (P>0.05). The theoretical knowledge test score (92.98±2.71 vs. 85.29±6.24), clinical comprehensive ability assessment score (90.52±2.58 vs. 83.35±5.25) and clinical feedback (44 excellent and 1 fine in the trial group vs. 25 excellent, 5 fine, and 15 poor in the control group) of the trial group were better than those in the control group (P<0.05). Conclusions The situational experiential teaching mode can enhance interns’ learning interest, improve memory effectiveness, help students master theoretical knowledge, and enhance their comprehensive abilities in clinical evaluation and decision-making. It is worth promoting in clinical practice.
Prosthetics and orthotics is an applied discipline which require students to have a good ability of clinical application. However, the present doctor-patient tension poses great difficulties in students’ clinical practice and study, and thus proposes higher requirements in the talent cultivation. Standardized patients (SP), as a newly established teaching mode, has been applied well in such areas as internal medicine, diagnostics and clinical care for about 20 years in this country. However, in prosthetics and orthotics, we hardly have any SP teaching experience in China. According to the experience of using SP in clinical medicine, this article discusses the necessity of SP in the teaching of prosthetics and orthotics, explains the advantages and disadvantages of SP teaching, and analyzes the feasibility of SP application in the teaching of prosthetics and orthotics under the present situation. Finally, this article concludes that using SP can improve students’ motivation, interest in learning and communication skills with patients. Therefore, it will become a research direction and development trend of prosthetics and orthotics.
Objective To explore the application effect of virtual reality (VR) technology in low vision teaching for optometry students. Methods Undergraduate students majoring in optometry at West China School of Medicine of Sichuan University were selected as the research subjects. The students enrolled in 2020 adopted the traditional lecture-based learning (LBL) teaching mode (LBL teaching group), while the students enrolled in 2021 adopted the VR teaching mode (VR teaching group). Both groups of students studied the content of the same chapter on low vision, completed in-class tests after learning, and completed a questionnaire survey. Results There were 28 students in the VR teaching group and 30 students in the LBL teaching group. There was no statistically significant difference in age or gender composition between the two groups of students (P>0.05). The in-class test scores of students in the VR teaching group were higher than those in the LBL teaching group (86.43±6.10 vs. 78.10±7.69, P<0.05). Except for “subjective discomfort with this teaching mode”, the differences in other evaluation results between the two groups were statistically significant (P<0.05). VR teaching group students generally believed that applying VR technology to low vision teaching helped understand the visual experience and daily life status of low vision patients, improved learning efficiency and hands-on ability, reduced learning burden, and hoped to use this teaching mode routinely in other subject teaching. All students in the VR teaching group believed that this teaching mode was interesting, highly innovative, and enhanced teacher-student interaction.Conclusions Applying VR technology to low vision teaching can enable students to personally experience the impact of various diseases on patients’ visual function and daily life. This teaching method not only optimizes and improves teaching effectiveness, but also has a high acceptance rate among students, which is worth further promoting in future optometry teaching.