Hepatic space occupying lesions are a general term for a series of primary or secondary liver tumors.There are different organizational origins,clinical symptoms,different pathogenesis and characteristics of special imaging manifestations.It is one of the important components of gastrointestinal pathological teaching,and is also the key content of the clinical hepatobiliary pathological teaching.Most of them can be initially diagnosed by means of preoperative serology or imaging,However,microscopic pathologic diagnosis is still the gold standard for the qualitative characterization of hepatic space-occupying lesions,and intraoperative rapid freezing diagnosis will determine the benign and malignant lesions as well as the subsequent correct surgical method and scope of resection.In this paper,a teaching method combining clinical manifestations,imaging examination,gross specimen,microscopic morphology,immunohistochemistry and molecular pathology detection is explored in the actual operation of clinical surgical examination of liver diseases,so as to strengthen students'understanding of pathological diagnosis of digestive system and teaching effect,improve their understanding of liver surgical diseases,and consolidate the construction and development of the hepatobiliary pathological diagnosis talent team.Cultivate students'clinical pathological thinking level and practical operation skills.
Combine the learning characteristics of medical specialty and the core socialist values. Ideological and political education is integrated into the teaching of biochemistry and molecular biology. We will strive to cultivate medical talents of the new era with excellent medical skills, noble medical ethics, the patriotism, concern for the people's livelihood and dedication for the society, guided by "professionalism", "practicing ability" and "social adaptation". The talent training of medical university bears the important task of training medical workers with noble medical ethics, exquisite medical skills and humanistic spirit [1]. Biochemistry and Molecular Biology is an important basic and compulsory course for medical majors. Its relevant theories and technologies have penetrated into all fields of basic medicine and clinical medicine. This course contains rich ideological and political education elements, which are closely combined with clinical practice and daily life, so that students can more vividly and concretely grasp the knowledge and feel the essence of the thought. The implementation of curriculum ideological and political education is helpful to improve the humanistic quality of medical students and professional ethics of doctors. This paper explores and practices the implementation methods of curriculum ideology in biochemistry and molecular biology. It also integrates the elements of moral education into daily teaching guided by "professional spirit", "practicing ability" and "social adaptation", aiming to continuously improve the effect of education and ultimately contribute to the cultivation of medical talents with both moral and medical skills.
The knowledge of occupational health and occupational medicine is the basis for students of preventive medicine in the future work.The paper expatiates on how to make students build up their thought of preventive medicine during the teaching course,and raise their interest in it and cultivate their comprehensive capability.The purpose of the paper is to enhance the teaching result and quality.
Objective To explore the application effect of comparative imageology teaching method based on WeChat platform in medical imaging practice teaching.Methods A total of 60 five-year clinical medicine students from the Second Clinical College of Tongji Medical College,Huazhong University of Science and Technology from March 2022 to June 2022,who offered medical imaging courses in 2018,were selected as the study objects and randomly divided into the control group and the experimental group,with 30 students in each group.The control group adopted the traditional imaging teaching method,and the experimental group adopted the comparative imaging teaching method based on Wechat platform.After the teaching,the students'theoretical knowledge of medical imaging was assessed to understand their mastery of X-ray,computed tomography(CT)and magnetic resonance imaging(MRI)case analysis and image diagnosis.The questionnaire was used to find out whether the students stimulated their interest in learning,whether they improved their self-study initiative,the number of references and reading time,the number and time of reading professional books,and the degree of satisfaction with the teaching method.Results The study interest and self-learning initiative,the number of literature review,reading time and satisfaction score of the experimental group were higher than those of the control group,the differences were statistically significant(P<0.001).There was no statistical significance in the number and time of reading professional books between the two groups(P>0.05).The scores of theoretical knowledge,X-ray,CT,MRI case analysis and imaging diagnosis of experimental group were(89.37±3.83)points,(88.93±3.37)points and(88.63±2.82)points,respectively,which were higher than(83.93±3.16)points,(83.20±2.83)points and(83.73±2.92)pointsof control group.The difference was statistically significant(P<0.001).Conclusion The application of the comparative imageology teaching method based on the WeChat platform in the teaching of medical imaging can significantly improve the interns'understanding and mastery of professional knowledge,increase the students'interest in learning,and improve the initiative of self-learning,which has become an effective method to improve the teaching effect of medical imaging.
The clinical nutrition department is an important comprehensive discipline of the cross innovation and integration of medicine and nutrition,and enteral nutrition is a very important work content.With the promotion of standardized management of nutrition department and the rapid development of enteral nutrition,medical institutions have higher requirements for nutrition professionals.Further study is an important way of continuing education and training for medical talents after graduation.Many primary hospitals often send nutrition department staff to higher hospitals for further study in order to improve the level of nutritional treatment in medical institutions.In recent years,department of clinical nutrition has carried out some reforms and explorations on the training mode of enteral nutrition for advanced students in the nutrition department,and found that the combination of problem-based learning(PBL)and bedside teaching mode can improve students'learning initiative and clinical practice ability.At the same time,it promotes the updating of teachers'knowledge theory and improves the teaching quality.
Objective To explore the clinical effect of flipped classroom based on mind map in the teaching of nursing students in respiratory department.Methods From July 2021 to August 2022,80 nursing students who interned in the Respiratory Department of Yantai Affiliated Hospital of Binzhou Medical College were selected as the research subjects.According to the chronological order,the nursing students who interned from July 2021 to January 2022 were selected as the control group,and routine classroom teaching was implemented.The nursing students who interned from February 2022 to August 2023 were selected as the observation group,and a mind map based flipped classroom was implemented.The theoretical/operational performance,problem-solving ability,and core nursing skills of two groups of nursing students before and after teaching were compared.Results After the training,the theoretical/operational scores of the two groups of nursing students improved compared to those before the training,and the difference was statistically significant(P<0.05).After the training,the scores of avoidance personality,negative problem orientation and negligence/impulsivity personality dimensions of the observation group nursing students decreased compared to the control group,while the scores of rational problem solving and positive problem orientation were higher than those of the control group,with statistically significant differences(P<0.05).After training,the CIRN scores of both groups improved,and the observation group was higher than those of the control group,with a statistically significant difference(P<0.05).Conclusion It is feasible to apply the flipped classroom based on mind map in the teaching of nursing students in respiratory department,which not only helps to improve the theoretical or operational performance of nursing students,but also improves their solving ability and cultivates core nursing skills.
Objective To discuss the application effect of PBL teaching method(problem-based learning,PBL)combined with standardized operations in standard training of oral implantology.Methods From January 2021 to June 2022,a total of 40 standardized implant training physicians were randomly divided into an experimental group(n=20)and a control group(n=20).The experimental group was taught with the PBL teaching method to establish a standardized operational process for oral implant treatment,including photos and imaging data of each stage of the implant treatment process.The control group was taught with a conventional mode.After the end of teaching,the effectiveness differences between the two teaching modes were compared.Results The experimental group students scored significantly higher than the control group in terms of doctor-patient communication,operational skills,and overall performance scores,with statistically significant differences(P<0.05).The satisfaction with clinical teaching arrangements,student participation,and teacher-student interaction was significantly higher than those of the control group,with statistical significance(P<0.05).Conclusion The application of PBL teaching method combined with standardized operations can make students master the key points and difficulties in implant operation,and improve the ability of clinical thinking,data searching and problem solving,so as to obtain better teaching effect.
Objective To explore the application value of narrative teaching method in clinical teaching of intervention nursing students.Methods A total of 84 intervention nursing students who participated in the training at a tertiary hospital intervention nursing training base from January 2020 to December 2021 were selected as the research subjects.Among them,41 students who participated in the training in 2020 were included in the control group and traditional teaching methods were used.43 trainees who participated in the training in 2021 were included in the observation group and used narrative teaching methods on the basis of traditional teaching methods.The critical thinking ability,self-evaluation of teaching effectiveness,average score of graduation assessment,satisfaction of patients and peers,and scores of students'satisfaction evaluation with base training teaching were compared between the two groups of students.Results The students in the observation group were higher than those in the control group in the evaluation of critical thinking,self-evaluation of teaching effect,average score of graduation examination,satisfaction of patients and peers,and satisfaction of students with the base training teaching,with significant differences(P<0.05).Conclusion The application of narrative teaching method can promote the mastery of professional theoretical knowledge and clinical practice skills of intervention nursing students,enhance the satisfaction of nursing services and the students'critical thinking ability,improve the teaching effect,and comprehensively enhance their professional quality.
Objective To investigate the relationship between adding ideological and political elements in anaethesioanatomy and improvement in the occupation competence of undergraduate medical students,and the new idea of achievement of"three-dimensional education"and"casting soul education".Methods A total of 90 undergraduates majoring in anesthesiology in grade 2016 of Weifang Medical University from September 2018 to May 2020 were selected and divided into two groups:control group(n=45)and teaching reform group(n=45).The teaching content of the control group didn't include the specially designed ideological and political elements of the course,and the teaching process was equal to that in the teaching reform group.The homogeneous professional course teaching content and the carefully designed curriculum ideological and political elements was used in the teaching reform group.A unified teaching feedback and evaluation system was used in the two groups to evaluate the changes of students'learning attitude and post competence.Results Compared to control group,the self-learning ability and the evaluation of medical environment in the learning attitude of teaching reform group were significantly improved,and the difference was statistically significant(P<0.05).Medical theoretical knowledge,communication and coordination,team consciousness,scientific thinking,humanistic quality cultivation and course scores(representing comprehensive ability)of post competency were significantly improved,and the difference was statistically significant(P<0.05).However,there was no significant difference in operational skills,health care and information management(P>0.05).The vocational ability related scores of teaching reform group were higher than those of control group,and the difference was statistically significant(P<0.05).Conclusion The rational introduction of political elements in anaethesioanatomy can help medical undergraduates better understand the social responsibility and professional ethics of the field of medicine,and can improve the humanistic quality and study attitude of anesthesia undergraduates.At the same time,it can also help medical undergraduates better understand and understand patients'complaints and improve their ability to communicate and collaborate with the physicians and patients.It is necessary to further popularize the teaching mode of anaethesioanatomy curriculum to improve the position competence of medical undergraduates.
Rehabilitation medicine is an interdisciplinary subject with the main aim of solving"functional disorder",which is a combination of various therapeutic methods and subjects,it is in line with the connotation of rehabilitation science and the development trend of modern world medicine to train high-level innovative and compound rehabilitation medicine talents with the ability of multi-disciplinary cross-fusion.The article bases on the problems that the present rehabilitation education in our country does not adapt to the development of the modern rehabilitation service industry,the development of the discipline lags behind and the level is low,etc.,through targeted reforms in the formulation of cross-integration training programs,the creation of cross-sharing tutors,the establishment of cross-disciplinary academic exchange mechanisms,and the establishment of multi-disciplinary cross-training carriers,to explore a new way to train high-level innovative talents who can solve the frontier problems in the field of rehabilitation by using cross-disciplinary knowledge,and make a beneficial exploration and attempt to enrich and develop the training mode of high-level talents in rehabilitation medicine in our country.
Objective To explore a new method suitable for oral and maxillofacial surgery through the practice of scene simulation teaching combined with returnable teaching method in the standardized training of oral and maxillofacial surgery residents.Methods From December 2020 to June 2022,a total of 34 graduate students of stomatology rotating in the department of oral and maxillofacial surgery of the Second Affiliated Hospital of Nanchang University and social trainees who participated in the standardized training of stomatology residents were selected as the research objects.A total of 17 students were randomly selected to form the experimental group,and the new method of scenario simulation teaching combined returnable teaching was used.The remaining 17 participants formed a control group and were taught with traditional teaching methods.The teaching effect was evaluated by the theoretical results,operational results and teaching satisfaction of the two groups of students.Results After training,both theoretical and operational scores of experimental group were improved,and the score of experimental group was higher than that of control group,the difference was statistically significant(P<0.05).In terms of teaching satisfaction,the satisfaction of students and teachers in the experimental group was higher than those of the control group,and there was statistical significance(P<0.05).Conclusion The application of scenario simulation teaching combined with returnable teaching method in the standardized training of oral and maxillofacial surgery residents has better teaching effect than the traditional teaching method,which can improve the teaching quality of oral and maxillofacial surgery,and has a good application prospect in the teaching of oral and maxillofacial surgery.
Postgraduate tutors have a very important influence on the growth of postgraduate students and are related to the quality of postgraduate training.Starting from the current situation of medical postgraduate training in China,this paper summarizes the application of the tutor group system in the training of medical postgraduates,analyzes the advantages and positive effects of the model,and discusses the safeguard and promotion measures for the implementation of the tutor group system.The implementation of the tutor group training system can overcome the disadvantages of the single tutor training mode to a certain extent,and play a positive role in improving the quality of postgraduate training and promoting the innovation and development of disciplines.
Objective To analyze the application effect of typical case teaching method in clinical practice teaching of psychiatry.Methods A total of 36 undergraduate students majoring in applied psychology who practiced in the department of psychiatry of the Guangzhou Civil Affairs Bureau Mental Hospital from March 2019 to September 2021 were selected as the research objects and they were divided into the control group(n=18)and the observation group(n=18)by simple randomization method.The traditional teaching mode was applied in the control group,while the typical case teaching mode was applied in the observation group.The application effect of the two teaching models was compared to evaluate students'satisfaction with the teaching model.Results The clinical disposal ability,doctor-patient communication ability,clinical research ability,clinical management ability,and occupational psychological quality scores of the observation group were higher than those of the control group,and the differences were statistically significant(P<0.001).The theoretical an case analysis scores of the observation group were higher than those of the control group,and the difference was statistically significant(P<0.001).The satisfaction score of the observation group in stimulating learning interest,improving learning efficiency,enhancing learning initiative,facilitating access to learning materials,improving self-learning ability,facilitating the connection between theory and practice,cultivating clinical practice ability,and cultivating clinical thinking ability was higher than that of the control group,and the difference was statistically significant(P<0.001).Conclusion The application of typical case teaching method in the process of clinical practice teaching of psychiatry is satisfactory,and it can promote the clinical ability and theoretical knowledge of interns.It is an effective way to train practical medical talents.
Objective To explore the application effect of phased teaching in nursing teaching in the operating room.Methods From January to June 2022,a total of 60 nursing students who interned in the operating room of the First Affiliated Hospital of Guangzhou University of Traditional Chinese Medicine were selected as research subjects and divided into two groups using a random number table method.The control group was given routine teaching,while the observation group was taught in phased.The assessment of theoretical knowledge,basic operational skills,and specialized operational skills,as well as the effectiveness of nursing teaching,critical thinking ability,emergency response ability,and satisfaction with teaching plans were compared between two groups of nursing students.Result After the teaching was completed,the students in observation group showed higher scores in theoretical knowledge,basic operational skills,and specialized operational skills compared to the control group,with statistically significant differences(P<0.001).The students in observation group had a higher nursing teaching effect score(basic job responsibilities and process mastery,common intraoperative nursing points mastery,proficiency in common intraoperative operation cooperation,aseptic concept,risk awareness and occupational protection awareness)than the control group,and the difference was statistically significant(P<0.001).The students in observation group scored higher in critical thinking skills in nursing(cognitive maturity,systematization,self-confidence,open-mindedness,analytical ability,thirst for knowledge,and seeking truth)compared to the control group,with a statistically significant difference(P<0.001);The emergency response ability(emergency handling,surgical cooperation,emergency cooperation,and condition observation)scores of students in observation group were higher than those of the control group,and the difference was statistically significant(P<0.001).The satisfaction with the teaching plan of the students in observation group was higher than that of the control group,and the difference was statistically significant(P<0.05).Conclusion The phased teaching in the nursing teaching in the operating room has a significant effect,which can effectively improve the theoretical knowledge,basic operating skills,and professional operating skills of nursing students.Critical thinking ability and emergency response ability have been significantly improved.The nursing program has been unanimously recognized by nursing students.
Aesthetic education is an important part of the Party's educational policy,the talent training program in colleges and universities as well as medical education.However,the current situation of aesthetic education in medical colleges and universities does not meet the requirements of cultivating high-quality medical talents with all-round development of morality,intelligence,physique,aesthetics and labor at present.There are problems such as low emphasis on aesthetic education,lack of overall design planning and medical characteristics in aesthetic education courses as well as inadequate implementation of aesthetic education practices,low elective rate of aesthetic education courses for medical students,low teaching satisfaction,single evaluation model for aesthetic education courses,and incomplete aesthetic evaluation mechanisms.Cultivating and bringing up a large number of medical talents with noble medical ethics and exquisite medical skills is an important mission undertaken by medical colleges and universities.From the perspective of"combining moral,intellectual,physical,aesthetic and labor education",medical colleges and universities should further clarify the positioning of medical aesthetic education,strengthen the construction of aesthetic education and teaching,build a distinctive medical aesthetic education curriculum system,enrich aesthetic education practice experience,improve aesthetic education teaching methods,continuously promote students'course selection rate and teaching satisfaction,complete the evaluation model of aesthetic education curriculum performance and the aesthetic education evaluation mechanism in order to foster the quality of medical talents training continuously.
3D printing technology as rapid prototyping,based on digital models and uses computer aided virtual design and control combined with multi-level technology to make various adhesive materials into solid models with individual specificity and complex internal structure.It not only has the characteristics of rapid prototyping,but also has authenticity and intuition,and has been gradually applied in teaching.Through 3D printing solid model teaching,students are guided to learn relevant knowledge points through realistic models,enrich the teaching content,improve the interest of teaching,fill the gap of anatomy specimen,make up for the shortcomings of traditional teaching,and conform to the development trend of clinical medicine education today.Medical system diseases have diverse manifestations and complicated causes.Specialized diseases such as cardiology,respiratory and neurology require students to have strong spatial imagination and reasoning ability,which is the key and difficult point in teaching.This paper summarizes the application of 3D printing technology in the teaching of internal medicine,and provides reference for improving the teaching quality and level of internal medicine.
Objective To adopt the precision teaching platform combined with PDCA cycle management mode in nursing teaching in operating room,and to observe and study the application value of this combined teaching mode.Methods From June 2021 to June 2022,a total of 90 nursing students who interned in the operating room in Wuxue First People's Hospital were selected as the research subjects.They were randomly divided into a control group(45 students used the conventional nursing teaching mode)and an observation group(45 students used the precision teaching platform combined with PDCA cycle teaching model),and the application effects of the two teaching modes were studied and observed.Results After practice,the scores of theoretical knowledge,operational skills,thinking ability and overall satisfaction of nursing students in the observation group were higher than those in the control group,and the differences were statistically significant(P<0.05).Conclusion The application of precision teaching platform combined with PDCA cycle management model in nursing teaching and can deepen the degree of knowledge memory of practicing nursing students,improve their assessment scores,and help cultivate their thinking ability.The clinical application effect is significant.
Objective To study the application of simulation-based learning in orthopedic standardized training and its advantages.Methods A total of 80 trainees who participated in orthopedic standardized training from October 2019 to June 2022 were selected and randomly divided into a control group and a simulation group.Spinal cord injury was selected as the topic,and traditional learning and simulation-based learning were conducted.After the learning,theoretical and practical examinations were organized on site,and questionnaires related to the evaluation of learning were conducted.Results The theoretical[(78.15±7.06)points]and practical[(93.48±6.75)points]scores of the simulation group were higher than those of the control group[(72.68±7.22),(87.60±4.72)points],and the differences were statistically significant(P<0.05).The evaluation of learning interest,problem-solving ability and analysis and induction ability of simulation group was higher than that of control group,and the difference was statistically significant(P<0.05).Conclusion The simulation-based learning,compared with the traditional learning,can significantly improve the practical ability of the standardized trainees,and at the same time improve their learning interest,problem-solving and analytical induction ability,which has positive significance to the training of clinical competence of trainees.
The standardized training of resident doctors is an important process for training medical students to become qualified clinicians,which helps improve the overall quality and comprehensive level of resident doctors.Currently,the standardized training of resident doctors mainly focuses on mastering clinical knowledge and improving their medical practice ability,while neglecting the cultivation of scientific research thinking ability.This paper introduces the relevant background of training resident doctors,and discusses the significance of improving their scientific research thinking,the reasons for their lack of scientific research thinking ability,and the suggestions for cultivating scientific research thinking.It is hoped that by strengthening the training in scientific research thinking during standardized residency programs,it can contribute to nurturing senior clinical medical professionals with both scientific research thinking and abilities.
Non-active civilian personnel is an important new force in the construction and development of our army,and also an important cornerstone for cultivating high-quality talents in military academies and universities.According to the characteristics of non-active civilian personnel,such as younger structure,strong self-awareness,active thinking,strong hedonism,higher level of academic qualifications,strong scientific research literacy,diversified value orientation,weak political literacy,extensive sources,and complex internal and external environment,the countermeasures such as strengthening ideological and political construction,enhancing professional identity,enhancing professional happiness,improving their own professional ability,enhancing continuing education,strengthening career planning,and optimizing the reward and commendation mechanism are proposed.It is necessary to correctly guide non-active civilian personnel to do a good job in teaching military academies and universities in various aspects,so as to provide a reliable personnel building team for the development and construction of the troops.
