Objective To evaluated the application effect of reverse digital modeling combined with three-dimensional (3D)-printed disease models in the standardized training of orthopedic residents focusing on pelvic tumors. Methods From August 2022 to August 2023, 60 orthopedic residents from West China Hospital, Sichuan University were randomly assigned to a trial group (n=30) and a control group (n=30). The trial group received instruction using reverse digital modeling and 3D-printed pelvic tumor models, while the control group underwent traditional teaching methods. Teaching outcomes were evaluated and compared between groups through knowledge tests, practical skill assessments, and satisfaction surveys. Results Before training, there was no statistically significant difference in knowledge tests or practical skill assessments between the two groups (P>0.05). After training, the trial group showed significantly better performance than the control group in knowledge tests (90.5±5.2 vs. 78.4±6.8, P<0.05), skill assessments (92.7±4.9 vs. 81.3±6.2, P<0.05), and satisfaction surveys (9.40±1.10 vs. 7.60±1.20, P<0.05). One month after training, the trial group still showed significantly better performance than the control group in knowledge tests (88.1±6.4 vs. 72.3±7.1, P<0.05) and skill assessments (90.3±5.8 vs. 75.6±6.9, P<0.05). Conclusions Reverse digital modeling combined with 3D printing offers an intuitive and effective teaching approach that improves comprehension of pelvic tumor anatomy and strengthens clinical and technical competencies. This method significantly enhances learning outcomes in standardized residency training and holds promise for broader integration into medical education.
Objective To provide a reference for the best evidence-based medicine (EBM) education modelby retrospective analysis and summary the EBM education model of the EBM center of Lanzhou University for medicalpostgraduates. Methods To utilize students’ spare time we changed the traditional teaching method, and instead used problem based learning and academic discussions to teach postgraduates how to design and apply research. Results Sixtytwo postgraduates were trained and completed 73 research papers and registered 33 Cochrane systematic reviews. Twentythree papers were published in foreign journals (SCI) as first authors, 34 papers were published in domestic journals. Five students received awards in the academic conference of Lanzhou University. Conclusion Medical students will benefit from taking part in EBM research. This education model will help them not only understand the methods of clinical research and EBM and improve the quality of their research and their cooperative skills, but also master related clinical knowledge.
Objective To evaluate the teaching effect of case-based learning (CBL) combined with team-based learning (TBL) pedagogy in laboratory diagnostics education. Methods The data of the undergraduate clinical-medical students who completed the laboratory diagnostics course between September 2021 and July 2023 at West China School of Medicine of Sichuan University were retrospectively collected. Among them, the undergraduates of grade 2020 adopted the CBL+TBL combined pedagogy, while the undergraduates of grade 2019 assumed the traditional lecture-based learning (LBL) teaching method. Based on the cluster sampling method with the whole grade as the sampling unit, comparative effectiveness was assessed via examination scores and questionnaire feedback. Results A total of 303 students received the CBL+TBL teaching method (CBL+TBL group), while 289 students received the LBL teaching method (LBL group). Compared with the LBL group, the CBL+TBL group had higher scores on the clinical case discussion (90.28±4.05 vs. 88.39±5.19, P<0.001) while lower scores on the theoretical quiz (83.89±12.55 vs. 88.77±10.46, P<0.001). The overall performance of the CBL+TBL group was worse than the LBL group (61.28±3.83 vs. 61.98±3.98, P=0.028). A total of 161 valid copies of questionnaire were collected from the CBL+TBL group. Among them, more than 70% of the students believed that CBL+TBL pedagogy could improve learning motivation, independent learning ability, and team communication and assistance ability. Compared with the LBL teaching mode, 74.5% of the students preferred the CBL+TBL pedagogical approach. Conclusion The CBL+TBL pedagogy can help to improve autonomic learning, teamwork, and problem-solving ability, and a combination with LBL teaching may be utilized to enhance theoretical scores.
Objectives To establish a course evaluation model for overseas medical students in West China Medical School of Sichuan University, to identify problems in teaching and to solve problems based on evidence so as to futher improve the quality of teaching. Methods We conducted a preliminary course evaluation to determine the limitations of our evaluation methods and to convey our intention to related stakeholders. Firstly, we identified problems in teaching according to the feedback from our students using a questionnaire. Secondly, we proposed an initial list of possible solutions to these problems based on evidence from literature searching and discussion within the Department of Teaching Affairs. We submitted the initial list to the administrative departments, teaching departments (teachers) and students to identify applicable solutions through two rounds of formal consensus. Their attitudes to this procedure of evaluation and decision-making were collected. Finally, incentives were given out by administrative departments and teaching departments to facilitate the implementation of applicable solutions. Results Teachers’ English ability and the didactic teaching methods were the most concerned problems. In addition, some semesters and courses were not well arranged and there was not enough practice time. An initial list of 14 items was submitted to teaching departments and students. They all agreed with the procedure of evaluation and decision-making. We also found that some aspects of the evaluation methods and styles need to be improved. An additional paper would report further results. Conclusion This preliminary evaluation was helpful for improving teaching and formal evaluation in the future. We need to strengthen the English language skills of younger faculty and gradually adopt a model of student-centered and enquiry-based teaching. This process of evaluation and improvement should be applied as a long-term policy and an evidence-based research group should be established to work together with our quality assurance unit.
Objective To explore the application effect of virtual reality simulation technology (VRST) combined with problem-based learning (PBL) mode in knee arthroscopy teaching in sports medicine department. Methods A total of 76 trainees in sports medicine at Sichuan Provincial Orthopedic Hospital from June 2021 to June 2022 were retrospectively selected. According to the different teaching modes, they were divided into the research group and the control group with 38 trainees in each group. The traditional teaching mode was implemented in the control group, while VRST and PBL mode were implemented in the research group. The objective assessment results and teaching effect feedback of the two groups were compared. Results There was no statistical difference between the two groups in the average theoretical score of the trainees (91.35±1.05 vs. 90.94±1.12, P>0.05). The scores of the three manipulating parts of the research group (9.03±0.24, 9.12±0.31, and 9.24±0.27, respectively) were higher than those of the control group (8.76±0.36, 8.44±0.57, and 8.35±0.51, respectively), moreover, trainees in the research group had higher scores for study enthusiasm, teaching satisfaction, three-dimensional space sense, and virtual reality conversion degree (9.12±0.16, 9.67±0.11, 9.34±0.22, and 9.56±0.18, respectively) than those of the control group (8.89±0.27, 9.16±0.34, 8.67±0.37, and 8.42±0.23, respectively), and the differences were all statistically significant (P<0.05). Conclusion VRST combined with PBL mode could improve trainees’ ability to operate arthroscopy significantly, and stimulate trainees’ subjective learning ability to improve teaching effect.
Liver transplantation is a complex medical procedure with extremely high technical requirements. It demands rigorous expertises from the transplant surgeons, particularly in the vascular and biliary reconstruction using microsurgical techniques. In China, organ transplantation training started relatively late, and current training for liver transplantation surgeons faces deficiencies in the practical opportunities, simulation training combined with hands-on experience, and scientific evaluation standards, etc. Improving the teaching quality primarily depends on addressing challenges in microsurgical training. Therefore, it is imperative to establish a systematic and standardized microsurgical training system. The Liver Transplant Center of West China Hospital, Sichuan University, had proposed a comprehensive microsurgical training program that integrated various training methods, including non-biological models, virtual reality systems, biological models, and clinical mentorship, alongside objective evaluation criteria to ensure trainees acquire essential microsurgical skills for liver transplantation. By implementing a phased and progressive training approach, combining theoretical knowledge with practical application, and adhering to standardized operational protocols and assessment mechanisms, this program effectively enhances surgeons’ technical proficiency and decision-making abilities. This innovative solution addresses critical challenges in current training, driving the implementation and continuous improvement of liver transplantation training systems.
Objective To evaluate the changes in oral health knowledge, behavior and attitude of undergraduate students majoring in preventive medicine before and after the course “Oral Preventive Medicine”, and to provide empirical evidence for the teaching reform of preventive medicine undergraduate programs, thereby enhancing teaching effectiveness and the significance of the course. Methods A questionnaire survey was conducted among the undergraduate students majoring in preventive medicine at the West China School of Public Health, Sichuan University in 2024, before and after the compulsory course “Oral Preventive Medicine”. Results A total of 124 undergraduate students majoring in preventive medicine were surveyed. After the course, undergraduate students majoring in preventive medicine had changed their oral related knowledge, behaviors, and attitudes. The correctness of the answers and the usage rate of Bass brushing technique were both increased; The self-evaluation of oral health status (χ2=5.017, P=0.025) and brushing effect (χ2=22.200, P<0.001) were both improved; The perceived benefits of brushing (t=2.515, P=0.013) and behavioral intention to brush teeth (t=5.381, P<0.001) were both improved, while the perceived barriers to brushing was reduced (t=−3.999, P<0.001). Conclusions The course “Oral Preventive Medicine” effectively enhanced the oral health literacy of undergraduate students majoring in preventive medicine, confirming its practical value in undergraduate teaching reform. It provides an important reference for optimizing the curriculum system of preventive medicine, has positive significance for cultivating public health talents with comprehensive health literacy.
ObjectiveTo construct the general practice tutors’ ability system in community training bases under the background of hospital-community integrated teaching of general practice.Methods From January to April 2021, literature analysis, expert group consultation, in-depth interview and questionnaire survey were conducted to construct the grass-roots general practice tutors’ ability system, and exploratory factor analysis method was applied, using main component analysis to extract the competency elements. Results There were 4 first level indicators and 20 second level indicators in the system, among which the first level indicators were personal characteristics and professionalism, teaching and research ability, basic level clinical practice ability, and base organization management ability. Conclusion This research enriches the indicators and connotations of the general practice tutors in community training base of general practice, and provides empirical research basis for the selection, ability training and performance evaluation of tutors in community practice bases of general practice medicine.
Objective To investigate the problems and needs of teachers and international bachelor of medicine and bachelor of surgery (MBBS) students in the online clerkship since the outbreak of coronavirus disease 2019. Methods In May 2020, questionnaires, telephone communication and face-to-face interviews were conducted among 85 international MBBS students and clinical teachers of 10 related departments in West China Hospital, Sichuan University. Teachers and students perceptions towards online clerkship were collected from five aspects including department orientation, attendance, teaching plan, assignment & assessment, and overall evaluation. Results Four departments and 43 students (50.6%) thought that online clerkship increased time input, while 3 departments thought that students’ enthusiasm decreased significantly compared to ordinary clerkship. Six departments reported that students’ compliance was poor; 58 students (68.2%) reported that they could not experience the real clinical environment. All departments reported difficulties in completing procedures and skills, and believed the teaching objectives were only partially achieved; 78 students (91.8%) thought that the effect of online clerkship met with their expectations; 16 students (18.8%) were very satisfied, and 59 students (69.4%) were satisfied. The majority of students believed that the advantages of online clerkship were that they had more time to prepare for their licensing examination [66 students (77.6%)] and could ask questions online at any time [48 students (56.5%)]. Conclusions There are both pros and cons in the online clerkship. It has put forward higher requirements for the efficiency and accuracy of English communication between teachers and students, and for the self-restraint and discipline of students. Under the current global epidemic situation, we should make full use of the information technology to constantly strengthen the practical education.
Objective To investigate the evaluation of nursing students on nurse teachers’ teaching quality between lessons ofBasic Nursing, in order to provide references for the improvement of teaching methods and promotion of teaching quality. Methods Questionnaire survey was used to investigate nurse students on the evaluation of nurse teachers’ teaching quality in three different clinical practice stages between lessons ofBasic Nursing. SPSS 19.0 statistical package was used to analyze the data. Results In the 5-point scale, the average score of all items was (4.72±0.38) points, and the average scores of three dimensions including timely project completion and gains in the practice, nurse teachers’ teaching, and teaching environment and resources were respectively (4.71±0.44), (4.76±0.35), and (4.66±0.52) points. The three items with the highest scores were teachers’ theoretical knowledge, teachers’ professional quality, and helping nurse students analyze existing problems; while the three with the lowest scores were teaching methods, timely completion of the practice, and participation by other nurses during the teaching. There were significant differences among the three stages in practice gains, reasonability of practice arrangement, instructing the students to solve problems, proficiency and standardization of the operation demonstration, basic theoretical knowledge, flexibility and enlightenment of the teaching methods, attitudes of the nurse teachers, participation by other nurses during the teaching, and head nurse’s support (P<0.05). Conclusions To improve the quality of clinical practice teaching, nurse teachers, other nurses in the ward, head nurse and the whole department should make collective effort. Nurse teachers should pay more attention to the improvement of teaching methods and reasonable planning of clinical practice.