ObjectiveTo explore the effectiveness of problem-based learning (PBL) during the internship process for undergraduates in general medical colleges and universities. MethodsFrom September 2011 to September 2012, PBL mode teaching was carried for the five-year undergraduates, in which students were encouraged to explore, innovate, and put forward questions by themselves, and teachers were responsible for guiding. Based on entrance theoretical examination results and the comprehensive evaluation results, the grade 2008 undergraduate interns who received "3+2" two-phase teaching were divided into experimental group and control group with 50 students in each. Students in the experimental group were given the PBL teaching method, while the control group continued to receive traditional teaching mode. Finally, we adopted questionnaire survey, theory exam, and skill evaluation to compare the two groups of students. ResultsFor the questionnaire survey, students in the experimental group got significantly higher marks in such items as "mutual assessment between teachers and students" and "skill operation knowledge mastery" than the control group (P<0.05), but in items like "medical ethics" and "social cultivation", the differences were not significant (P>0.05). For the theory exam results, the average score for students in the experimental group (84.98±9.78) was not significantly different from that in the control group (81.86±10.04) (P>0.05). For the skill operation, the average score for the experimental group was 8.87±0.89, which was significantly higher than that for the control group (6.80±1.46) (P<0.05). ConclusionPBL mode is worth popularizing for its function of improving students' practical operation ability and thinking ability. However, the improvement of theoretical knowledge learning needs to be further solved.
目的 探討診斷學床旁見習教學中學患關系現狀，為提高診斷學床旁教學質量提供應對策略。 方法 采用自行設計問卷，于2010年5月-2011年6月對80名臨床醫學專業三年級本科生以及同期在內科住院的100例患者分別進行不署名學患關系問卷調查（有效問卷率分別為91.3%和67%），同時對8名帶教教師和7名臨床主管醫生進行個別訪談。 結果 學生問卷調查顯示，79.5%的學生曾在床旁教學中遭遇患者不同程度的拒絕或不配合，大多數學生認為有被拒的心理準備和承受力。患者調查顯示，82.1%的患者不愿意接受學生問診查體，58.2%的患者表示即便給予一定經濟補償，也不愿配合教學。而對帶教教師及臨床主管醫師訪談結果顯示，當前床旁帶教難度大大增加，學患關系緊張。 結論 現階段學患關系緊張，根據其涉及原因，提出提升醫務人員及醫學生人文觀念，推進醫療、教育體制改革，建立媒體監督機制，開展公眾教育等多層面的應對策略，同時提出課程設置、教學模式、師資培養等具體教學應對舉措。Objective To explore the present status of the relationship between students and patients in diagnostic bedside teaching, in order to promote the teaching quality. Methods From May 2010 to June 2011, self-made questionnaires were adopted to carry out an anonymous survey among 80 medical students in grade three or above and 100 inpatients to investigate the relationship between the students and the patients(with an effective questionnaire rate of 91.3% and 67% respectively). Eight tutors and 7 physicians concerned were taken in the individual interview. Results The survey showed that 79.5% of the students encountered refusal from patients in bedside teaching, and most of them believed that they had psychological preparation and endurance for the refusal. A total of 82.1% of the patients expressed their unwillingness to accept examination by clinical students, and 58.2% of the patients were unwilling to cooperate in the teaching even with an amount of economic compensation. The tutors and physicians concerned stated that the student-patient relationship was undesirable at present. Conclusions The relationship between students and patients in bedside teaching is strained at present. Based on the complicated reasons, we propose such coping strategies as promoting humanism among medical workers and students, pushing forward the medical and educational reform, building media supervision, developing public education, perfecting course design, teaching style, and cultivation of teachers, and so on.
Objective To evaluate the role that problem based learning (PBL) teaching plays in the education of doctors. Methods A total of 240 7-year students who entered the China Medical University in Shenyang in 2004 were divided into two groups: one group used PBL teaching model while the second group used a traditional teaching model. There were 120 students in each group. At the end of the teaching, a questionnaire on PBL teaching model was distributed to the both groups. We organized and classified answers to the questionnaire and conducted statistical analyses. Results Problem based learning is a model for education in which students dominate the course, question the case, look for evidence, participate in the group discussion and reach resolution. This emphasizes the process of learning and the training of student abilities, instead of the teaching of knowledge only. PBL is more effective at meeting the requirements of the global minimum essential requirements in medical education (GMER). Conclusions PBL teaching plays an important role in the training of doctors
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.
Simulation-based medical education is becoming increasingly common. In this paper, the status and goal of SBME development is analyzed after a brief introduction of SBME. Secondly, the essentiality and possibility of bringing SBME to a situated paradigm are clarified, because there are rich implications for situated cognition as the theory foundation of SBME. As a main discussion point, eight practical situated designing principles for SBME in theoretical and practical contexts are then expounded. Finally, a specific attitude toward the relationship between theory and practice for the SBME teachers is also elucidated.
In the context of collaboration between healthcare and education systems, in order to promote competency-oriented medical education reform and improve the clinical capabilities of medical students at all levels, it is urgent to enhance the organizational guarantee to establish a stable teaching team in university-affiliated hospitals. As the National Clinical Teaching and Training Demonstration Center, West China School of Medicine / West China Hospital of Sichuan University has taken the lead to explore the building of a full-time teaching team for clinical practice teaching, innovating and implementing the system of “Full-time Practice Teaching Post”. This innovative measure ensures the whole-process management, teaching, and assessment of medical students, strengthens teacher training and top-level design of teaching and research, improves the incentive mechanism for teachers, applies multiple teaching resources and novel teaching methods, and finally improves the quality and culture of clinical practice teaching.