基于对分课堂的护理本科安宁疗护教学改进

目的探讨护理本科安宁疗护教学内容与方法改进的效果。方法选取四年制护理本科生为研究对象,以2014级32人为对照组、2015级32人为观察组。对照组采取先讲授理论后实践的常规教学方法;观察组对分课堂,将理论教学内容整合为四大主题,案例教学贯穿其中。结果两组学生安宁疗护理论考试成绩比较,差异无统计学意义(P0.05);标准化病人考试成绩及教学满意度观察组显著高于对照组(P0.05,P0.01)。结论基于对分课堂的安宁疗护教学改进利于学生知识与技能的掌握,学生对教学满意度较高。     

Changes to Pediatric Clerkships' Nighttime Structure After Introduction of the 2011 ACGME Resident Duty Hour Standards

ObjectiveTo report changes in pediatric clerkship nighttime clinical structures before and after implementation of the 2011 Accreditation Council for Graduate Medical Education (ACGME) resident duty hour standards.MethodsAs part of the 2011 Council on Medical Student Education in Pediatrics (COMSEP) member annual survey, we surveyed leaders of pediatric undergraduate medical education on their medical school's current nighttime clinical structure, changes in nighttime structure between 2010 and 2011, and their school's student duty hour standards.ResultsFifty-six percent (n = 83) of Liaison Committee for Medical Education (LCME)-accredited medical schools responded to the survey. Of received responses, 98% of pediatric clerkships have some form of nighttime clinical experience; 49% of clerkships have medical students stay late, 24% of clerkships utilize night shifts, and 16% use a traditional call structure. Forty-five percent of clerkships report changing their nighttime clinical experience after implementation of the 2011 ACGME duty hour standards; 46% of clerkships that changed had previously used traditional call. Seventy-six percent of clerkships report having medical student duty hour standards at their medical school.ConclusionsThe majority of pediatric clerkships in our survey include nighttime clinical experiences in their curriculum, although variability exists in the type of structure. Additionally, the new ACGME duty hour standards appear to affect clerkships directors' choice of structure.     

CBL联合PACS教学模式在本科生骨科临床带教中的应用

目的探索Case-based learning(CBL)联合PACS (Picture Achieving & Communication System)、影像存档与传输系统教学模式在本科生临床带教中的应用效果。方法选取广西中医药大学第一附属医院骨科接受临床带教的80名本科生,随机分为2组。试验组为结合PACS的CBL教学组;对照组为PBL(Problem-based learning)组,通过2组学生的客观考核成绩与主观效果评价,对比2种方法在“股骨粗隆间骨折”教学中的应用效果。结果与对照组相比,试验组在客观考核成绩及主观效果评价的多个指标中均优于对照组,二者差异具有统计学意义(P<0.05)。结论结合了PACS的CBL模式教学可有效提高临床带教的效率,提升临床带教效果,具有很好的推广潜力。     

Dedicated teaching block for undergraduate geriatric medicine improves knowledge

Aim: This paper describes the performance of 5th year medical students in multiple choice question (MCQ) examinations before and after a geriatric medicine teaching block. Methods: A 30‐question MCQ test was administered at the start and a 45‐question one at the end of the course. Results: There was a statistically significant improvement in the MCQ scores from a mean of 62% (SD 10.4) to 75.2% (SD 7.9) (P < 0.001). Total mean scores for the University of California, Los Angeles (UCLA) Geriatrics Knowledge test improved from 65% (SD 10.4) to 73%(SD 11.7) (P < 0.001). Total mean scores for the American Geriatric Society (AGS) Geriatrics Review Syllabus MCQs improved from 59.3% (SD 17.0) to 78.1% (SD 12.1) (P < 0.001). Post‐course, students scored equally well in the new questions, the validated UCLA test and the AGS questions. Conclusion: An undergraduate geriatric medicine clinical teaching block in senior clinical years can increase students' knowledge in geriatric medicine.     

An appraisal of the current and potential value of Web 2.0 contributions to continuing education in oral implantology

Objective: To systematically assess the informational value, quality, intention, source and bias of web 2.0 footage whose aim is peer‐to‐peer education about oral implantology. Methods: YouTube ( http://www.youtube.com ) was scanned on 15 October 2010 for oral implantology‐related videos using an adequately pre‐defined search query. Search results were filtered with the system‐generated category ‘education’ and the additional criterion ‘most viewed’. Only those videos with at least 1000 views were included (total 124, of which 27 were excluded because they were not related to implantology). Filtered videos were discussed and rated with particular regard to the educational needs of potential groups of addressees [(i) undergraduates and laymen, (ii) dentists without or currently undergoing a specialisation in oral implantology and (iii) dentists who have completed a specialisation in the field of oral implantology] by a jury consisting of (i) an accredited post‐graduate university instructor with 22 years of professional teaching experience in the field of implantology, (ii) a university lecturer in dentistry/orthodontics with 10 years teaching experience and (iii) a university haematologist/oncologist. They were required to fill out a questionnaire for each video. The data were statistically analysed using non‐parametric ANOVA (α = 5%) and a sign test (α = 0.05/3 = 0.017). Results: The YouTube scan produced 1710 results in the category ‘EDU’. The analysis revealed that there is a wide range of instructional footage on this topic, but with highly variable range in quality and informational value. Footage intention was to large proportions (47.4%) a mixture of education and advertisement. Its usefulness differed significantly for the three groups of addressees, offering greater novelty to undergraduates and post‐graduates. Conclusion: YouTube and similar social media websites may have a potential capacity and value in complementing continuing education in the technique of oral implantology. As a means of achieving an acceptable level of knowledge about the topic when used alone, it should not be considered to be suitable at this point in time.