临床妇科肿瘤学跟进式CBL理论课与PBL实践课教学法的应用

目的 探索适合于妇科肿瘤学临床教学的方法及人才培养途径.方法 昆明医科大学第三附属医院妇瘤科,在"1+2+3"教学设计的基础上,采用实践课的PBL+理论课的CBL相结合的跟进式教学法探索教学改革.结果 与传统教学方法相比,跟进式教学组的学习兴趣及满意度更高(P<0.05),希望继续类似教学改革的学生占86.21％(P<...     

局部解剖学知识在大学生临床技能竞赛培训中的应用

<正>参加全国高等医学院校大学生临床技能竞赛的学员为本科实习期学员,临床教学只有1年时间,如何在短时间内完成赛前培训,使学员系统掌握临床技能竞赛要求的内容,是一个亟待解决的问题。笔者参与了多年全国高等医学院校大学生临床技能竞赛耳鼻咽喉科学部分的培训工作,认为在培训前帮助学员复习相应的局部解剖学知识,有助于学员以有限的时间精力投入,取得更好的学习效果,实现技能竞赛以赛促训的目标,真正提高学员的临床实践能力。     

“三步法”微创模拟教学技术在泌尿外科临床教学中的应用

目的探讨微创模拟教学技术在泌尿外科临床教学中的应用效果。方法针对实习医生、进修医生以及低年资住院医生的3个层次人群,每组6人,采用"微创技术理论知识学习+仿真模拟教学训练+临床微创手术操作"的三步法新教学模式进行培训;对3组学员培训前后基础理论、操作技能和手术实践进行考核并对结果进行对比分析。结果培训后3组学员微创基础理论和操作技能较培训前均得到显著提升(P0.05),进修医生以及低年资住院医生可完成简单的泌尿外科微创技术手术。建立了完善的泌尿外科标准化临床微创教学培训流程。结论微创模拟教学技术为临床医生和医学生提供了一种安全和高效的学习培养方法,可快速提高泌尿外科年轻医师微创手术的临床技能,缩短学习曲线。     

浅析临床技能竞赛对妇产科学教学改革的启示

针对妇产科学教学状况,对教学改革的必要性进行分析。研究临床技能竞赛在妇产科临床教学中的促进作用,旨在通过妇产科临床教学状况的改善,进行教学模式的整合,充分展现临床技能竞赛在妇产科教学中的作用,实现妇产科学生临床实践技能的全面提升。     

检验医师培养的实践探讨

采取临床科室轮转学习、临床教学查房、临床会诊和病例讨论、检验项目和质量控制宣传教育、定期学术汇报、规范考核制度以及加强科研创新能力培养等多种形式进行检验医师规范化培训,积极探索检验医师临床工作模式,并对我国检验医师培养面临的问题进行剖析与思考。     

全科住院医师内分泌代谢疾病临床规范化培训问题与对策

提高全科住院医师规范化培训内分泌代谢疾病专业临床教学质量是培养合格的全科医生的关键。本文通过分析全科住院医师规范化培训中内分泌代谢疾病专业教学要求及目标,结合临床教学实践,从教学内容方法、师资水平以及全科住院医师自身情况3方面总结全科住院医师规范化培训中内分泌专业教学中存在的问题,并结合本专业临床教学特点,提出提高全科住院医师规范化培训中内分泌专业教学质量的具体实施建议,包括如何优化教学内容、教学方法实施、提高全科医师自我认知以及全科师资培训建议。     

重症临床诊治思路教学模式探讨

目的重症医学在基层医院的实施仍存在不规范的现象。本文主要探讨和总结基层医院的重症临床诊治思路的教学模式。方法由重症基层协作组针对基层医院,撰写7个重症临床诊治思路规范流程,并于2017年在全国基层医院范围内应用,从"理论讲解-案例分析-模拟实战"的教学模式开展教学培训,于培训前后,通过考试评价培训效果。结果总共有15个省共573名重症医学科的临床医生参加培训,培训前考试答题正确率49%,培训后考试答题正确率61%。结论基层医院的重症医生重症诊疗思路能力薄弱,相关教育培训需要继续加强。以"理论讲解-案例分析-模拟实战"的培训模式有助于提高ICU医生重症临床诊疗思路的能力。     

住院医生如何进行临床教学

住院医生教学是医院临床教学的重要组成部分,他们的参与程度是医学生见习及实习阶段临床教学质量的保证。住院医生在医学教学生过程中,不仅能进一步提高自身的教学能力,又能不断发现并弥补自身的知识缺陷。住院医生的临床教学重点在训练临床基本技能、培养良好临床习惯、医患沟通及传授职业精神。了解及掌握临床教学技巧能提高住院医生教学兴趣及教学质量。     

口腔内科临床教学实践中医患沟通能力的培养

医患沟通是口腔诊疗过程中一个重要的组成部分,口腔内科临床教学中应重视医患沟通能力的培养。通过提高医学生的临床专业技能、强化医患沟通技能培训、树立法制观念及完善教学管理等措施,可实现在临床实习期间对口腔医学生的医患沟通能力的培养,使之快速成长为一名合格的现代口腔医生。     

规范化课程设置在内分泌学教学中的应用

目的内分泌代谢性疾病诊疗水平的提高依赖于内分泌代谢专科医师知识、理论和技术水平的提高。为满足专科医师培训的需求,需要建立规范化的培训课程。方法本研究以临床需求为基础,设立了内分泌学专科医师培训课程,并录制编辑成视频课件,在院内教学平台发布,并统计分析课件学习结果。结果内分泌学规范化临床教学课程共设置3类课程和25个课件,其中包括疾病诊治规范(17个课件)、疾病诊治进展(7个课件)、基础研究技术在临床的应用(1个课件)。学生对课件的需求以视频上线后学习的点击量来评估。结果显示,单个课件的点击量为29～264次。点击量100次以上的课件共9个,均为疾病诊治规范类;点击量50～99次的课件13个,疾病诊治规范类8个,疾病诊治进展类5个;点击量50次以下的课件3个,疾病诊治进展类2个,基础研究技术在临床的应用1个。对课程评价结果显示无"不满意"。结论内分泌学临床专科规范化培训课程的设置,应以满足临床需求为主,建立内分泌和代谢学常见病和多发病的诊治规范课程。     

Undergraduate teaching project on clinical laboratory medicine

Undergraduate teaching in clinical laboratory medicine is at the center of contemporary medical education. Students are expected to learn advanced laboratory medicine and basic diagnostic skills such as blood sampling, peripheral blood cell counting, blood typing, cross match test, urinalysis, electrocardiography, and bacteriological examinations through their training program. In our department, we have compulsory lectures, a basic practical training course and an advanced training course for the medical students. The compulsory lectures are programmed for the students in the fourth grade to obtain basic knowledge of clinical laboratory medicine and the patho-physiology of diseases. The teaching staff makes every effort to make their lectures exciting and interesting. As we experienced as medical students in the past, boring lectures give students nothing but a nap. For every senior teaching staff in our school, it is obligatory to be evaluated on their lectures by the students and other teaching staff every year to improve their teaching skills and materials. Teaching materials utilizing personal computers and the Internet are becoming more and more important. The basic practical training course is for the students in the fifth grade. The laboratory technicians help us teach students basic diagnostic skills in this program. The students in the advanced training course have to attend morning conferences in the department, including reverse clinico-pathological conferences and laboratory investigations. The reversed clinico-pathological conferences are popular among the students. Through our training programs, we hope that the students raise many questions that they solve themselves in the future, as well as learning established clinical laboratory medicine.     

“A change would do you good”: Training medical students in Motivational Interviewing using a blended-learning approach – A pilot evaluation

Objectives This study aims to assess medical students’ interest in a Motivational Interviewing (MI), the objective need for a special training, and students’ satisfaction with and the effectiveness of such a course.Methods A mandatory MI course was implemented for sixth-semester medical students. Their interest in learning MI was evaluated, along with their satisfaction with the course, which was delivered in a blended-learning teaching approach. Participants’ baseline MI skills and general communication skills were assessed. MI non-adherent behavior, like persuading and confronting patients, was noted. Successful learning was measured with a multiple-choice test administered before and after the course that assessed subjective knowledge and skills.Results Students were highly interested in learning MI. At baseline, they showed good communication skills but moderate MI skills. Satisfaction with the course was high. The course was effective, as subjective and objective knowledge and skills improved significantly.Conclusions This pilot study suggests that basic MI skills can be successfully taught in a blended-learning teaching approach. Further research should investigate sustainability and transfer to clinical practice.Practice implications Medical schools should consider providing students with special training in MI to help students counsel patients towards behavioral changes.     

Integrating gross anatomy into a clinical oncology curriculum: the oncoanatomy course at Duke University School of Medicine.

The amount of time devoted to teaching gross anatomy to medical students is declining. This topic remains critically important for some medical students, especially those seeking training in anatomy-laden specialties. The authors describe a course currently offered in the department of radiation oncology in the Duke University School of Medicine, developed in 2005, that expands anatomy education into the medical school clinical years.The aim of the course is to help reinforce anatomy knowledge in the clinical context of radiation oncology priorities and concerns, as well as to provide direct visualization and palpation of human cadavers, thus enabling the understanding of complex three-dimensional and anatomic principles. The audience for this course consists of medical students rotating through and the residents and clinical faculty in the department of radiation oncology. Anatomists and radiation oncology residents together present monthly didactic lectures, clinical case presentations, and cadaver-based demonstrations about the relationships between a tumor's anatomic location and its symptoms, patterns of spread, and treatment considerations.Anonymous surveys were distributed to course participants to assess the three components of the course. Survey results indicate that the participants found the anatomy lectures, clinical case presentations, and dissection presentations all to be interesting, relevant, and of high quality. This course is therefore favored by students, residents, and faculty as a way to supplement gross anatomy education during training for a specialty in which anatomy knowledge is essential.     

Preparing medical students to teach.

OBJECTIVE: Residents do a significant amount of teaching. Therefore, as medical students prepare for the clinical aspects of their residency, it is also important for them to prepare for their role of physician as teacher. With the goal of offering fourth-year students an opportunity to enhance their teaching skills, an elective was designed that presented them with an opportunity to expand their knowledge base in education, and then apply and practice this new set of knowledge. A week-long elective, Physician as Teacher, was designed to encompass core educational information such as needs assessment of learners, establishing goals and objectives, teaching methods, and evaluation and feedback. This core information was then applied and enriched during an end-of-course teaching presentation. Aside from this course, there is no forum during their undergraduate medical training for the students to acquire knowledge and skills about how to be teachers. DESCRIPTION: The course was developed with the appreciation that application of knowledge is a rich source of learning. The course began with interactive classroom teaching sessions designed to facilitate acquisition of core educational knowledge. Sessions topics included assessment of learner needs, methods of teaching, learning styles, microprecepting, and feedback. Also incorporated were sessions on facilitating small groups, and teaching and learning how to use technology. Those classroom sessions were then enhanced by a complement of sessions that asked the students to apply their new knowledge to clinical situations. Those more application-based sessions included observation and follow-up discussion of clinical teaching and small-group teaching sessions with the goal of developing the students' skills with respect to the teaching and learning process. An end-of-course teaching presentation by each student provided them with a capstone experience of applying the knowledge and skills learned throughout the week. The topic of the teaching presentation was of their choosing, and could incorporate technology. Each student's teaching presentation was videotaped, immediately viewed by the student, and discussed using a structured format of facilitated feedback. DISCUSSION: Students reported that the end-of-course teaching presentation was a rich source of their learning, and an important vehicle for helping them apply and synthesize the new knowledge. Fifteen percent of fourth-year students enrolled in and completed the elective. Seventy-one percent of those students "strongly agreed" and 29% "agreed" that the course provided useful knowledge and skills. Seventy-nine percent "strongly agreed" and 21% "agreed" that their teaching would be better because of the course. Based on comments, the students appeared to feel that the experience of presenting a teaching session at the end of the course was a rich source of their learning, and helped them to apply and synthesize the new knowledge. Students noted, "the teaching project was an excellent idea to see how much we have learned; I never realized what a responsibility we have as residents to teach our peers; I have been enlightened this past week and will now consciously make an effort to share what little information I currently have; I will be a better teacher because I have been given the appropriate tools."     

境外生与境内生妇产科学课程教学的比较与分析

目的比较妇产科本科教学过程中,境外生和境内生对基础理论、基础知识的学习和理解,以及基本操作技能的掌握等方面的差别,使不同生源的教学达到一致的效果。方法对境外生和境内生理解和接受妇产科学重点、难点,以及掌握基本临床技能等方面进行比较。结果境外生理论课自学能力和横向思维能力强于境内生,临床实践中动手能力也较境内生的强,但综合考试成绩则不及境内生。结论对境外生的理论教学要重视传统教具的使用,加强境外生教学的师资建设,临床实习实行导师组负责制,对境外生的教学需严格要求、因材施教。     

Invite, listen, and summarize: a patient-centered communication technique.

The need for physicians to have patient-centered communication skills is reflected in the educational objectives of numerous medical schools' curricula and in the competencies required by groups such as the Accreditation Council for Graduate Medical Education. An innovative method for teaching communications skills has been developed at the University of Colorado School of Medicine as part of its three-year, longitudinal course focusing on basic clinical skills required of all physicians. The method emphasizes techniques of open-ended inquiry, empathy, and engagement to gather data. Students refer to the method as ILS, or Invite, Listen, and Summarize. ILS was developed to combat the high-physician-control interview techniques, characterized by a series of "yes" or "no" questions. The authors began teaching the ILS approach in 2001 as one basic exercise and have since developed a two-year longitudinal communications curriculum. ILS is easy to use and remember, and it emphasizes techniques that have been shown in other studies to achieve the three basic functions of the medical interview: creating rapport, collecting good data, and improving compliance. The skills are taught using standardized patients in a series of four small-group exercises. Videotaped standardized patient encounters are used to evaluate the students. Tutors come from a variety of disciplines and receive standardized training. The curriculum has been well received. Despite the fact that the formal curriculum only occurs in the first two years, there is some evidence that it is improving students' interviewing skills at the end of their third year.     

The need for education on health related-quality of life

Background

Health-related quality of life is increasingly recognised as an important outcome measure that complements existing measures of clinical effectiveness. The education available on this subject for different healthcare professionals is varied. This article describes the design, implementation and evaluation of a Special Study Module on Health-Related Quality of Life for undergraduate medical students at the University of Birmingham.

Methods

The course involves 10 hours of "guided discovery learning" covering core concepts of Health-Related Quality of Life assessment including methodological considerations, use in clinical trials, routine practice and in health policy followed by self-directed learning. The taught components aim to provide students with the skills and knowledge to enable them to explore and evaluate the use of quality of life assessments in a particular patient group, or setting, through self-directed learning supported by tutorials.

Results

The use of case studies, recent publications and research, and discussion with a research oncology nurse in task-based learning appeared to provide students with a stimulating environment in which to develop their ideas and was reflected in the diverse range of subjects chosen by students for self-directed study and the positive feedback on the module. Course evaluation and student assessment suggests that quality of life education appears to integrate well within the medical curriculum and allows students to develop and utilise skills of time-management and independent, self-directed learning that can be applied in any context.

Conclusion

We suggest that education and training initiatives in quality of life may improve the quality of studies, and help bridge the gap between research and clinical practice. Resources for curriculum development on health-related quality of life have been developed by the International Society for Quality of Life Research and may prove a useful tool to educators interested in this area.     

培养高素质医学人才教学模式的研究与实践

按新时代医学人才培养要求,汕头大学医学院以"课程体系改革"和"教学方法创新"为切入点,围绕高素质适医学人才培养目标,设计出全新的医学教学模式并进行了大胆有效的探索和实践.旨在培养具有创新精神,熟练掌握基本技能的优秀临床医师,理念上与国际高等医学教育接轨,具体方案又具中国特色及汕头大学医学院特色,为国内首创的医学教学新模式,这将对我国高等医学教育产生重大影响.