Touch Surgery智能手机应用程序在医学生气管切开手术教学中的应用研究

目的探索智能手机应用程序(application, APP)应用软件在医学生耳鼻咽喉科手术操作中的应用。方法选择全日制临床专业2016级本科生40人, 分为对照组和试验组, 每组20人。对照组采用以病例为基础的教学(case-based learning, CBL), 试验组采用手机Touch Surgery APP结合CBL教学。两组学生的基础课程学习内容一致, 在耳鼻咽喉科培训时间均为4个月, 结束后进行出科考试, 将成绩用统计软件进行分析, 比较对照组和试验组理论考试与操作考试成绩。结果试验组学生手术操作时间明显短于对照组, 其操作的熟练程度优于对照组(P<0.05), 试验组的操作成绩明显高于对照组(P<0.05)。结论 Touch Surgery APP结合CBL教学方法可以提高学生自信心和耳鼻咽喉科手术动手能力、缩短培训学习时间、提高耳鼻咽喉科手术培训效果。     

多媒体结合PBL教学模式在耳鼻咽喉科实习教学中的应用

目的探讨多媒体技术结合PBL教学模式在耳鼻咽喉科临床实习教学中的效果。方法在临床实习教学中,采用多媒体结合PBL教学法的教学模式,以临床典型病案为基础提出问题,以学生为中心采取分组讨论的方法来解决问题,培养实习医师临床技能及思维能力。结果多媒体结合PBL教学模式可以明显提高耳鼻咽喉科实习医师的临床技能水平及思维能力。结论多媒体结合PBL教学模式有助于耳鼻咽喉科实习医师临床思维和技能的培养,提高教学质量。     

TBL模式结合CBL教学法在耳鼻咽喉科见习教学中的应用

耳鼻咽喉科是一门具有显著专科特点的临床学科,其解剖结构位置深在隐蔽,临床教学难度较大.我校积极探索以团队为基础的教学(team-based learning,TBL)模式结合以案例为基础的教学法(case-based learning,CBL)进行耳鼻喉科见习教学的实施径路,在教学、实践操作等多方面发挥两种教学方法的优势,提高教学效果和学习效率.采用操作技能考核及课后调查问卷评分对TBL结合CBL模式见习教学进行评价,证明新型教学模式有利于强化学生理论和临床实践能力的培养,加深学生对耳鼻咽喉专业知识的理解,提高学生学习积极性及团队协作意识,进而提高学生临床能力,值得加以推广及应用.     

耳鼻咽喉科学技能培训基地与医学生临床实习方案

目的 探讨耳鼻咽喉科学临床实习教学改革在培养高素质、有实践能力的临床医学专业医学生中的作用与意义。方法 建立了耳鼻咽喉科学临床技能培训基地,制定了临床医学专业耳鼻咽喉科学临床实习方案及临床医学专业耳鼻咽喉科学临床技能考核方案。结果在四届五年制及二届七年制临床医学专业医学生耳鼻咽喉科学临床教学中实施。医学生临床实践能力及本专业知识的理解和掌握明显提高。结论 建立系统的临床技能培训基地并实施科学合理的临床实践技能培养方案及临床技能考核方案,不仅是提高临床实践教学质量的关键,亦是解决当前临床实践教学矛盾的有效方法。     

一般问题

20030001多媒体在耳鼻咽喉科教学应用中的体会/王承龙…//中国耳鼻咽喉颅底外科杂志一2002,8(2)一144 以耳鼻咽喉科学(第五版)新编教材作为蓝本,以本科学生为主要授课对象,根据耳鼻咽喉科疾病检查、诊断和鉴别诊断、治疗的特点,编写耳鼻咽喉科学授课提纲,根据教学要求有选择性制备教学多媒体片。多媒体组合教学能把大量的感性材料展现出来,通过生动的视觉形象启迪学生的思维,激发他们的联想。参2(本 刊)20030002临床试验设计方法在耳鼻咽喉科专业研究的应用/熊国强…//中国耳鼻咽喉颅底外科杂志一2002,8(2)一114一116 目的:分析中国耳鼻咽喉…     

内镜结合PBL教学模式在耳鼻咽喉科规培医师带教中的应用

目的探讨内镜结合PBL教学模式在耳鼻咽喉科规培医师带教应用中的效果。方法在临床教学中,采用内镜结合PBL的教学模式,以临床典型病例为基础提出相关问题,以学生为中心采取分组讨论的方法来解决问题,培养规培医师的临床思维及技能。结果内镜结合PBL教学模式可以显著提高耳鼻咽喉科规培医师的临床思维及技能。结论内镜结合PBL教学模式有助于耳鼻咽喉科规培医师临床思维和技能的培养,从而提高教学质量。     

2011年先天性外中耳畸形的外科治疗学习班通知

为进一步提高耳鼻咽喉科医师的耳畸形诊疗和耳显微外科及耳整形外科手术技能,执行国家卫生部对高年住院医和主治医师以上职称耳鼻咽喉科医师的临床技能培训继续教育计划,由首都医科大学附属北京同仁医院耳鼻咽喉头颈外科、北京市耳鼻咽喉科研究所     

耳鼻咽喉科临床见习教学改革与实践

目的探讨耳鼻咽喉科临床见习课的教学方法。方法对2001级七年制临床医学专业30人和五年制临床医学专业98人耳鼻咽喉科学临床见习课的教学经验进行总结,对如何提高耳鼻咽喉科临床见习课教学质量和效率进行分析和回顾。结果通过开展研究性教学和学习探索与实践,极大地增强了学生的学习兴趣,提高了见习课教学的质量和效率,提高和培养了学生的创新思维、临床观察和分析解决问题的能力。结论只有不断对耳鼻咽喉科学临床见习课教学方法和教学手段进行改革和创新,才能确保临床见习课教学质量,取得良好的教学效果。     

互联网+背景下混合式教学在耳鼻咽喉住院医师规范化培训中的应用#br#

目的　探讨互联网+背景下混合式教学在耳鼻咽喉住院医师规范化培训（简称住培）中应用。方法　选取本院2019年在耳鼻咽喉科参加住培的医师20例作为对照组,2020年在耳鼻咽喉科参加住培的医师20例作为观察组。观察组采用线上、线下混合式教学,对照组给予传统的线下教学。住培结束后进行理论考核和临床技能考核,比较两组对理论知识和临床技能的掌握程度,设计调查问卷调查学生的满意度。结果　理论考核中,观察组和对照组的成绩分别为（50.5±5.4）分和（41.6±3.1）分,差异具有统计学意义（P＜0.05）。临床技能考核中,观察组和对照组的成绩分别是（93.5±5.4）分和（71.6±3.1）分,差异具有统计学意义（P＜0.05）。观察组对课程满意度、激发学生兴趣、理论知识的掌握与应用、提高临床技能的满意度均高于对照组,差异具有统计学意义（P＜0.05）。观察组学生的临床诊疗思维能力评分高于对照组,差异具有统计学意义（P＜0.05）。结论　互联网+背景下混合式教学显著提高了住培医师对耳鼻咽喉科基础知识、基本技能的掌握程度和满意度,提高学生的临床诊疗思维能力。     

颞骨解剖、耳外科技术及侧颅底外科技术学习班通知

为进一步提高耳鼻咽喉科高年住院医师和主治医师的耳科临床技能,执行国家卫生部对高年住院医和主治医师以上职称耳鼻咽喉科医师的临床技能培训继续教育计划,由首都医科大学附属北京同仁医院耳鼻咽喉头颈外科、北京市耳鼻咽喉科研究所联合举办的2009年颞骨解剖、耳外科技术及侧颅底外科技术学习班,将于2009年5月24-27日在北京举行。     

Training and simulation in otolaryngology

This article focuses on key issues surrounding the needs and application of simulation technologies for technical skills training in otolaryngology. The discussion includes an overview of key topics in training and learning, the application of these issues in simulation environments, and the subsequent applications of these simulation environments to otolaryngology. Examples of past applications are presented, with discussion of how the interplay of cultural changes in surgical training in general along with the rapid advancements in technology have shaped and influenced their adoption and adaptation. The authors conclude with emerging trends and potential influences advanced simulation and training will have on technical skills training in otolaryngology.     

标准化病人对的建立及其在耳鼻咽喉科学PBL教学中的应用

目的:探索建立标准化病人对(paired-standardized patients,PSPs),弥补临床医学教育中标准化病人的不足.方法:将日常门诊病人与标准化病人组成PSPs,再与真实病人的实验室及影像学资料相结合形成PSPs标准病案(standard case of PSPs).采用以问题为中心的教学(problem-based learning,PBL)模式,应用PSPs进行耳鼻咽喉科学临床实习教学.结果:建立了10个PSPs标准病案,通过对PSPs标准病案的学习,使医学生对临床医学产生了浓厚的兴趣,增强了对临床实习的信心.结论:PSPs弥补了标准化病人缺乏变性和生动性的不足,有助于培养医学生的临床技能、临床思维方式、循证医学方法以及自主学习的良好习惯.     

The Joseph H. Ogura lecture: Teaching and learning--then and now

Education, the process of teaching and learning, has remained a passion of those in academic medicine. The context has changed over time, but the skills required are universal. The goal of these efforts is training the finest otolaryngologists who deliver the best care to their patients and build the future or our specialty. Laryngoscope, 2011.     

The instructional effectiveness of a web-based audiometry simulator

With distance learning becoming more of a reality than a novelty in many undergraduate and graduate training programs, web-based clinical simulations can be identified as an instructional option in distance education that has both a sound pedagogical foundation and clinical relevance. The purpose of this article is to report on the instructional effectiveness of a web-based pure-tone audiometry simulator by undergraduate and graduate students in speech-language pathology. Graduate and undergraduate majors in communication sciences and disorders practiced giving basic hearing tests on either a virtual web-based audiometer or a portable audiometer. Competencies in basic testing skills were evaluated for each group. Results of our analyses of the data indicate that both undergraduate and graduate students learned basic audiometric testing skills using the virtual audiometer. These skills were generalized to basic audiometric testing skills required of a speech language pathologist using a portable audiometer.     

Operationalization of the clinical head and neck examination

Standardized procedures support learning of complex psychomotoric activities. We standardized the clinical otolaryngology examination to provide an objective basis for its operationalization. The Impact of the standardization on the objective measureable learning success and the student's evaluation were determined.During their 1-week ENT internship 166 medical students learned the standardized clinical otolaryngology examination. At the end of this week they absolved an objective structured clinical examination (OSCE). The students evaluated both, the teaching (standardization) and examination method (OSCE) with 2 questionnaires.All students passed the exam with mean score of 60.3±3.5 (max. 65) points. By using the OSCE checklist 2 independent examiners appraised nearly identical examination performances. In both evaluations the students rated the teaching and examination design positive. All students greatly appreciated the standardized clinical examinations and considered it as are very important for learning practical skills.The standardization of clinical otolaryngology examination permits objective and reliable tests for learning progress and success. Furthermore transparency, process reliability and test quality are considerably improved. The student's evaluation clearly reflects the mentioned advantages.     

Lifelong learning in otolaryngology: self-directed learning

Although nothing in didactic form approaches the learning experience of the real world, the educational process up to graduation is based on a teacher-directed model of learning. Active engagement in self-planned learning activities tends to be more effective than passive learning. Lifelong learning involves finding and implementing solutions to everyday problems encountered in the clinic, emergency room, and operating room and on the wards. The process by which much of this education occurs is via self-directed learning, in which learners challenge themselves to pursue activities that arise from their own experiences using their own emerging styles. The acquisition of self-directed learning is a complex process that involves numerous skills and competencies relied upon to complete challenges.     

内镜辅助甲状腺手术中喉上神经保护

目的　探讨内镜辅助甲状腺手术中对喉上神经保护的技巧。方法　对我院2006年10月～13年4月共650例实施内镜辅助小切口甲状腺手术的患者进行回顾性病例分 析和总结。结果　所有患者均成功完成手术,术后绝大部分患者对切口外观的满意。有8例（1.23%）患者出现暂时性喉上神经损伤,无一例永久性喉上神经损伤。结论　内镜辅助小切口甲状腺手术是一种新型的手术方式,需要术者掌握一定的手术技巧,可有效降低术后并发症,避免永久性喉上神经损伤和降低暂时性喉上神经损伤发生率。     

Imitation and language development: issues and clinical implications.

The relationship between imitation and language learning is of both theoretical and clinical interest. While current psycholinguistic accounts give imitation only a limited role in language learning, learning theorists and others continue to refer to imitation as a major factor in the child's acquisition of language. Clinicians deal with imitation in modeling procedures as well as in counseling parents about how to promote children's language development. A review of theory and research on the nature and development of imitation reveals wide variation in terminology, definitions, and explanations. The clinical use of imitation procedures have greater significance for the acquisition of communication skills than for the development of linguistic structure.     

Teaching and assessment in otolaryngology and neurology: does the timing of clinical courses matter?

Little is known about the effectiveness of clinical courses as a learning environment. To accurately assess performance in these courses, equal conditions for all candidates are required. We investigated the influence of the proximity of the course to the students test taking, the students’ learning styles, and their self-motivation for learning in relation to performance success. One hundred and eleven students were randomized into eight groups, each attending a 2 week course in otolaryngology with a high proportion of patient-related teaching, and a 2 week long course in neurology with a low level of patient-related teaching. All students took multiple-choice end-of-term exams to assess their knowledge in both subjects. There was a different time interval between the course participation and the test taking for each of the groups. Performance success was correlated with the different groups, as well as with the type of learning style (LIST questionnaire) and with motivation for learning (study interest questionnaire). Explorative rank variance analysis showed a significant correlation between students’ performance on the written exam and the time interval between completion of the neurology course and test-taking, with the shortest interval corresponding to highest scores (P = 0.002). There was no such effect on the success rate in otolaryngology (P = 0.28). Study motivation was not the major component for performance success, but a strong correlation between the use of strategic and deep learning styles and success in the exam was observed (R = 0.62; P < 0.001). The duration of time between a clinical course with little practical teaching and the students’ taking of the exam plays a significant role on performance success; this effect does not occur in a course with a high proportion of practical patient-related teaching. More studies on clinical courses are needed to establish how students can be given adequate opportunities to develop necessary skills for patient care and for objective success on assessment. With such further information, the effectiveness of clinical courses as a learning experience might be enhanced.