Objective:To explore the feasibility of artificial intelligence face recognition technology (referred to as face recognition technology) in evaluating medical students′ classroom concentration in real time.Methods:In October 2021, 80 students of five-year and eight-year majors in stomatology enrolled in 2018 in Peking University School of Stomatology were selected as the research participants. Their classroom videos of 8 class hours in the dental anatomy course were collected, and face recognition technology was used. Perform face analysis on the pictures converted from video data (extract one frame per second) to evaluate the number of students who are "focused" in real time; a random function selects 1/5 of the entire picture data as the detection data, and judging whether the student is listening to the class attentively according to the naked eye observation of the student′s facial state by the teachers, to carry out the manual identification of "focused" students, calculate the accuracy and recall rate of face recognition. Wilcoxon test was used to analyze the difference between face recognition technology and human recognition. The consistency of face recognition and evaluator recognition results was tested by intraclass correlation coefficient (ICC).Results:Artificial intelligence recognized the face of "focused" students with 21 600 pictures, and 4 320 pictures were used as detection data sets for manual marking. The accuracy of face recognition was 90.4% (41 288/45 668), and the recall rate was 81.4% (41 228/50 648). There was no significant difference between face recognition (378 830 person times) and manual recognition (345 689 person times); They were moderately correlated ( ICC=0.65, P=0.026). Conclusions:Face recognition technology can effectively judge the concentration of students in the classroom and can provide an effective technical support for real-time evaluation of teaching effect.
Objective:To investigate the application of teaching methods that integrate multiple teaching forms including drawing method, pathological mind mapping and problem-based learning (PBL) in the teaching of medical imaging.Methods:A trial-controlled method was used in this study from February to May 2022. A total of 61 students in class of 2019 five-year clinical medicine major of Zhejiang Chinese Medicine University were selected as the research subjects, and were randomly divided into study group ( n=31) and control group ( n=30) by class unit. The theoretical course of the study group adopts pathological mind map + PBL teaching, and the experimental course adopts the lecture-based learning (LBL) reading + drawing method. LBL teaching method was adopted for both theory and experimental classes in the control group. The teaching effect was evaluated through two groups of students′ classroom achievements, final grades and questionnaires. The t-test and the χ2 test were used for data analysis. Results:The classroom performance and final grades in the study group were better than those in the control group [(72.24±6.45) vs. (63.52±11.31), (83.26±7.44) vs. (79.25±7.70), all P<0.05]. The results of the questionnaire showed that 27 (87.1%) students in the study group believed that their active learning ability was improved, compared with 12 (40.0%) students in the control group; 27 (87.1%) students in the study group believed that their clinical practice ability was improved, compared with 5 (16.7%) students in the control group; 28 (90.3%) students in the study group thought that their clinical thinking skills were improved, compared with 14 (46.7%) students in the control group (all P<0.05). Conclusions:The pathological mind map + PBL teaching method is used for the medical imaging theory course and the reading + drawing method for LBL teaching is used in the experimental course, which is helpful to give full play to students′ learning initiative and cultivate students′ clinical practice and clinical thinking ability.
Objective:To evaluate the anesthesia ethics cognition, decision-making capacity self-assessment, and teaching situation of undergraduates major in anesthesia, and to provide reference for improving anesthesia ethics education.Methods:From June 2023 to July 2023, a questionnaire survey covered 242 five-year undergraduates from Grade 2017 to 2020 majoring in anesthesiology at Fujian Medical University to understand the cognitive tendencies of anesthesia ethics among students at different learning stages. One-way ANOVA and Chi-square test were used to compare the differences.Results:Students′ perceptions of 15 anesthesia ethics items, including always putting patient well-being first (4.50±0.95) and protecting patient privacy information (5.02±0.78), are all positive (4 to<5) or strongly positive (5 to 6); The cognitive scores for maintaining patient dignity before and during surgery among students at different learning stages were different [basic, basic clinical, and clinical stage student scores are (4.96±0.75), (5.07±0.86), and (5.14±0.74), respectively, P<0.05]. The decision-making ability of students in the ethical dilemma of anesthesia (3.85±1.01) and legal knowledge (3.57±1.24) were rated as neutral (>3 to <4); The fear of ethical and moral dilemmas in anesthesia among students at different learning stages were different [basic, basic clinical, and clinical stage student scores are (4.29±0.82), (4.49±0.85), and (4.75±0.69), respectively, P<0.05]. 130 students (53.7%) hoped that the school would pay more attention to anesthesia ethics education, while only 57 students (23.6%) believed that ethical decision-making skills had been fully taught. Conclusions:The anesthesia ethics cognition of undergraduates is generally satisfactory. Clinical practice could improve anesthesia ethics attainment. Anesthesia ethics education should face ethical maladaptation and cognitive gap, deepen the combination of medicine and humanity education, strengthen the ethical practice and guidance in anesthesia courses, and expanded the ethical content and skill teaching related to clinical practice.
Objective:Explore the impact of palliative care course on the life and death perspective and career planning for undergraduates majoring in clinical medicine and nursing.Methods:21 students who chose to take palliative care course at Hangzhou Normal University were selected as the research subjects, group interviews and personal in-depth interviews were conducted after teaching. The obtained data were organized and extracted using the Colaizzi seven step analysis method.Results:Palliative care course promotes medical students to develop a postive life-and-death view, including triggering thoughts about death, increasing confidence in communicating death to others, accepting the act of preparing for death, and perceiving the value of life. Palliative care course broadens the breadth and depth of medical students′ career planning, including perceiving the multiple role functions of careers and thinking about future professional development.Conclusions:Palliative care course can help medical students develop a positive outlook on life and death and deepen their career awareness, leading to a clearer direction for career planning.
Objective:To explore the effectiveness of the application of laboratory animal ethics education in general surgery laboratory course and to provide a reference for improving laboratory animal ethics education.Methods:In October 2022, clinical medicine students in the 2019 class and clinical medicine students in the 2020 class of the Second Clinical College of Wuhan University were used as the subjects of the study, and students in the 2019 class had received laboratory animal ethics education as the experimental group, while students in the 2020 class had not received laboratory animal ethics education as the control group, and were evaluated through questionnaires.The data were analyzed using chi-square test, and a symposium was organized to further understand students′ views on laboratory animal ethics education.Results:The results of the questionnaire survey showed that 94(95.9%) and 119(86.2%) of the 98 students in the experimental group and 138 students in the control group, respectively, thought that strengthening laboratory animal ethics education was conducive to the cultivation of good medical ethics, with a statistically significant difference ( P=0.013), 42(42.9%) and 55(39.9%) students were aware of the relevant regulations on laboratory animals, 38(38.8%) and 44(31.9%) students were aware of laboratory animal welfare issues, and 73(74.5%) and 102(73.9%) students thought it was necessary for the school to offer courses related to laboratory animal ethics, with no statistically significant differences (all P>0.05). After the analysis of the symposium, students were basically satisfied with the laboratory animal ethics education. Conclusions:The laboratory animal ethics education contributes to the development of ethical literacy of students, and the knowledge of students about ethics of laboratory animals and the construction of our laboratory animal ethics curriculum system need to be improved.
Objective:To construct a quality evaluation index system of traditional Chinese medicine classic courses from the perspective of student evaluation so as to provide tool support for related course quality evaluation.Methods:Based on the context-input-process-product (CIPP) evaluation model, using literature research, text analysis, semi-structured interviews, and Delphi method, the evaluation index system was constructed. The analytic hierarchy process was then used to calculate the weights of the indicators. Furthermore, Cronbach′s alpha coefficient and Kaiser-Meyer-Olkin (KMO) value were calculated to examine the reliability and validity of the index system.Results:A total of 15 experts from the teaching and research group of traditional Chinese medicine classics and higher education in traditional Chinese medicine at Beijing University of Chinese Medicine were selected to be consulted. The authority coefficients of the two rounds of consultation were 0.957 and 0.955, respectively. Finally, index system including 4 primary indicators, 11 secondary indicators, and 32 tertiary indicators, with specific content and indicator weights were constructed. The Cronbach′s alpha was 0.966, and the KMO value for structural validity was 0.942.Conclusions:The quality evaluation index system of traditional Chinese medicine classic courses based on the CIPP evaluation model was scientific and authoritative, with good reliability and validity. It can serve as an evaluation tool for the quality of traditional Chinese medicine classic courses.
Objective:Focusing on the characteristics and fronts of medical education research, aimed at providing references for future medical education reform.Methods:Based on the Web of Science database, with medical education as the theme, CiteSpace and HistCite softwares were used for co-citation cluster analysis and characteristic analysis of the included literature. Reference to the statistical analysis method of Essential Science Indicators, the ranking of institutions in the field of medical education research was analyzed, and the combined weighted counting scheme was used to rank the authors with outstanding contributions.Results:In 2022, medical education research fronts focuses on seven themes, including the reform of medical teaching model under the influence of COVID-19, entrustable professional activities, educational technology and the anatomy teaching reform, respect for cultural diversity, mental health state, adaptive expertise and professional identity formation. Among the top 1‰ 20 institutions and 112 authors with outstanding contributing, 19 (95%) and 105 (93.8%) are located in the Occident from 2013 to 2022.Conclusions:This report reveals that the COVID-19 pandemic has become an important factor in the transformation of medical education in the past year, entrustable professional activities and competency have become important topics in the evaluation and teaching of medical education, and high-impact institutions and authors with outstanding contributing mainly distributed in the Occident in recent ten years.
Objective:To analyze the influencing factors of self-directed learning ability of medical undergraduates, and to inform the improvement of the independent learning ability of medical students.Methods:From July to August 2021, a total of 3 614 medical undergraduates from six medical schools in Jiangsu Province, Guangdong Province, Liaoning Province, and Heilongjiang Province were selected through stratified multi-stage sampling by questionnaire survey method, and the self-developed Medical Student Autonomous Learning Competency Scale was used to assess the influence of individual, school, and family factors on the self-directed learning ability of medical students. Two independent samples t-test or one-way ANOVA and differences in mean scores of independent learning ability between multiple groups were used; stepwise regression in multiple linear regression analysis was used to identify the factors affecting medical students′ self-directed learning ability.Results:The overall mean score of medical students′ self-directed learning ability was (3.68±0.56). The results of the stepwise regression analysis are three-fold. At the individual level, male students had higher self-directed learning ability than female students ( β=-0.04, P=0.016); first year students had higher self-directed learning ability than the other higher grades ( β=-0.06, P<0.001); the higher the self-assessed health score ( β=0.14, P< 0.001) and higher self-rated sleep quality scores( β=0.20, P<0.001) were associated with higher self-directed learning among medical students. At the family level, medical students with high family income had lower self-directed learning ability compared to those with poor family economic conditions ( β=-0.04, P=0.022); non-rural-born medical students had higher self-directed learning ability compared to rural-born medical students( β=0.06, P<0.001); and those who received authoritative education had higher self-directed learning ability compared to neglectful education style ( β=0.10, P<0.001). And at the school level, medical students with class officer or student government experience were more capable of independent learning ( β=-0.10, P<0.001). Conclusions:The level of self-directed learning ability of undergraduate medical students is in the upper middle range. Medical students′ capacity for self-directed learning varies at multiple levels: individual, family, and school. Educational administrators need to pay special attention to the self-directed learning ability of female students, senior medical students, and medical students with poor sleep quality and physical health. Attention needs to be paid to the improvement of self-directed learning ability of medical students with economic difficulties and different educational and growth environments. Relevant departments are suggested to create more opportunities for students to participate in campus activities, and create a good learning environment and a harmonious campus atmosphere, so as to improve the self-directed learning ability of medical students as a whole. It is recommended that the relevant departments create more opportunities for students to participate in campus activities and create a favorable learning environment and a harmonious campus atmosphere, so as to improve the overall self-directed learning ability of medical students.
Objective:To analyze the effectiveness and influencing factors of remote systematic execution skill training for attention deficit hyperactivity disorder (ADHD) in medical staffs.Methods:questionnaire survey and semi-structured interview methods were used. A total of 73 participants in the ″ADHD systemic execution skills training practical training″ training course jointly organized by Peking University Sixth Hospital and Chongqing Medical University Affiliated Children′s Hospital from November to December 2020 were selected as the research subjects. The course evaluation questionnaire was conducted after the training, and the self-efficacy questionnaire was conducted before and after the training. After one year of training, 8 trainees were randomly selected based on gender, occupation, and place of residence for qualitative interviews, and the influencing factors of training effectiveness were analyzed.Results:The satisfaction of trainees with the course design ranges from 97.3% to 100.0%. After training, the trainees′ scores in terms of knowledge, skills, confidence, competence, mastery of ADHD diagnosis and treatment, as well as practical operation of competence, were higher than before training [7.0(2.0) vs.5.0(4.0), 7.0(2.0) vs. 5.0(4.0), 7.0(2.0) vs. 5.0(4.0), 7.0(2.0) vs. 5.0(4.0). 6.0(1.0) vs. 4.0(2.0), 5.0(1.0) vs. 4.0(3.0)] (all P<0.001); The trainees′ self-evaluation score for logical motivation was lower than before the training [10.0(4.0) vs.10.0(4.5)] ( P=0.020). The interview results had summarized a total of 7 influencing factors, among which 8 students mentioned their professional experience, course content, and teaching capacities of teachers. in addition, the occupational exhaustion state of the trainees, learning motivation, course setting and parental quality were also included. Conclusions:The satisfaction of the trainees with the ADHD remote system execution skills course was good, and their self-efficacy significantly improved after the training. The professional experience of trainees, course content, and teacher influence are important influencing factors for the effectiveness of ADHD remote system execution skill training. It is recommended to ensure the quality of the course and divide teaching according to the existing professional experience of trainees, and further improve the teaching capacities of teachers.
Objective:To analyze the topics, hotspots, and common methods in the academic dissertations of social medicine and health service management, so as to understand the graduate education of this major.Methods:Bibliometric analysis was used to retrieve CNKI and Wanfang Database for the academic dissertations of social medicine and health service management from January 1, 2000 to November 20, 2022. VOSviewer was used to generate network visualization.Results:A total of 7 884 dissertations were obtained, including 766 doctoral dissertations and 7 118 master dissertations. Research topics include hospital management and performance evaluation, equity of health resource allocation, primary medical services, job satisfaction of medical staff, patient satisfaction of medical treatment, and health management of special groups. In recent years, fairness of medical services, job satisfaction of medical staff, patient satisfaction of medical treatment and the elderly population are the research hotspots. The commonly used research methods in these dissertations include DEA, Delphi and SEM.Conclusions:The topics and hotspots of the dissertations are closely related to background of social development and are characterized by interdisciplinarity. The commonly used research methods are in line with the theme of these dissertations, with evaluation, decision-making and prediction as the main functionality.
Objective:To explore the application of modified Peyton′s four-step teaching in the basic skills training for pediatric resident physicians.Methods:Experimental control methods was used. A total of 83 pediatric first-year residents who received standardized training at Shenzhen Children′s Hospital were selected as the research subjects, among whom 41 residents in 2022 were selected as the experimental group using modified Peyton′s four-step teaching, whereas 42 residents in 2021 were selected as the control group using traditional simulation teaching methods. The teaching effectiveness was evaluated through the theoretical knowledge and skill operation assessment scores of two groups, the pass rate of the first licensed physician qualification exam, direct observation of procedural skills one year after training, and questionnaire survey results. Student t-test and chi square test were used to analyze relevant data. Results:There was no significant difference between the two groups in the scores of knowledge tests [(82.22±4.60) vs. (81.81±5.31), P=0.712]. The overall performance of the experimental group in skill operation assessment, passing rate of the first licensed physician qualification exam, and direct observation of procedural skills after one year of training were higher than those of the control group [(88.27±4.97) vs. (81.88±3.99), 100.0%(41/41) vs. 85.7%(36/42), (7.73±1.00) vs. (6.64±1.19)]; satisfaction scores of resident physicians in the experimental group were higher than those in the control group [(4.71±0.46) vs. (4.24±0.73)], and the above differences were statistically significant (all P<0.05). Conclusions:The modified Peyton′s four-step approach is helpful to the immediate acquisition and long-term retention of the basic clinical skills for pediatric resident physicians, and improve the teaching effectiveness and satisfaction.
Objective:To analyze the problems of teaching ward round supervision in a standardized training base for residency, and provide reference for improving the teaching quality of the standardized training base for residency.Methods:Results of the teaching ward rounds of the 93 supervising physicians in the standardized training base in the southwest China from April 2021 to August 2022 were collected, and descriptive statistical analysis and K-means clustering was used.Results:Among the 93 supervising physicians, 33(35.5%)supervising physicians were insufficient use of foreign words, 24(25.8%)supervising physicians were insufficient item preparation of ward round, and 21(22.6%)supervising physicians were insufficient interaction and unreasonable time allocation. It was showed by cluster analysis that the main problems of supervising physicians with intermediate titles were inappropriate clinical cases, unfamiliar with the case conditions and insufficient teaching ability; the problems of the supervising physicians with associate senior titles were mainly in the deficiencies of analysis the examination report, writing comments on medical records, guiding differential diagnosis and treatment plan; the main problems of supervising physicians with senior titles were insufficient questions & answers.Conclusions:The main problems in the teaching ward round supervision for residency standardized training included insufficient use of foreign words, insufficient item preparation of ward round, and insufficient interaction and unreasonable time allocation. There were different problems in supervising physicians with different titles. It was suggested that targeted measures should be adopted to improve their teaching ability at different levels.
Objective:To explore the hot spot and trend about medical online teaching in China.Methods:In January 2023, relevant documents of research regarding medical online teaching from January 2000 to December 2022 in China National Knowledge Infrastructure Wanfang Data and VIP Database for Chinese Technical Periodicals were retrieved. The number of publication and organization are statistically analyzed by Bibliometrics, and the keyword frequency analysis and cluster analysis were performed.Results:There were 19 907 papers published in Chinese. The organizations publishing the papers had a balanced regional distribution. The top five high-frequency keywords were ″flipped classroom″ (3 188 times), ″blended learning″ (2 103 times), ″micro-lecture″ (1 827 times), ″educational reform″ (1 742 times), and ″MOOC″ (1 309 times). The research topic focused on teaching theory, teaching mode practice, and teaching resource development.Conclusions:The development of medical internet teaching in China has been rapid and has taken shape. However, in-depth reform is needed in medical internet teaching, including strengthening theoretical research, improving teaching methods, optimizing the development of teaching resources, and enhancing teaching quality.
Objective:To analyze the current situation of satisfaction of the doctors in the job-transfer-to-pediatrics′ training, and to provide reference for optimizing the training program of pediatricians transfer training and improving related policies.Methods:The trainees of job transfer training came from all kinds of medical institutions at all levels in the province, and were selected by various cities to participate in the training every year. In February 2022, a self-designed questionnaire on the satisfaction of the trainees of job transfer training for pediatricians was adopted. A full sample survey was conducted among 176 pediatricians from three batches who had completed job transfer training from 2017 to 2021 in 16 cities in Shandong Province. Data were analyzed using descriptive statistics.Results:The satisfaction of pediatricians in Shandong Province from 2017 to 2021 with the work of the instructors and management, the rotation method, the training program, the content of the training, and the conditions of accommodation were all above 85.0%. The satisfaction of trainees who think the job-transfer-to-pediatrics′ was very necessary were all above 90.0%, while the satisfaction of job-transfer-to-pediatrics′ of trainees who think it was necessary and average were all below 75.0%. The satisfaction rate of those who think the job-transfer-to-pediatrics′ training had a significant or significant impact on personal abilities improved was over 80.0%, while the satisfaction rate of those who think the job-transfer-to-pediatrics′ training had partially improved their abilities was below 60.0%. The satisfaction level of three batches trainees who had gone through the transfer procedures was 79.0%, 84.0% and 80.0% respectively, which was lower than the satisfaction level of those who had not gone through the procedures, which was 83.0%, 89.0% and 100.0%, respectively. Trainees who considered 6 to 12 months or 1 to 2 years to be a reasonable period of training had a satisfaction rate of more than 70.0%, while those who considered 3 to 6 months to be a reasonable period of training had a satisfaction rate of less than 50.0%.Conclusions:The overall satisfaction level of the doctors in the job-transfer-to-pediatrics′ training in Shandong Province is relatively high, and the satisfaction level of the doctors in the job-transfer-to-pediatrics′ training is influenced by their understanding of and demand for training, the degree of personal improvement of training, the handling of transfer procedures and the expected duration of training. It is recommended to strengthen the publicity of job-transfer-to-pediatrics′ training policy and improve the selection system of enrolled trainees, increase the salary input of transferred trainees and strengthen humanistic care, improve the job-transfer-to-pediatrics′ training program and related policies, and improve the satisfaction of the doctors in the job-transfer-to-pediatrics′ training in all aspects through multiple measures.
Objective:To explore the application of virtual simulation in trauma first aid training for students majoring in clinical medicine.Methods:From September 2022 to December 2022, a sample of eighty clerkship students of the 2018 cohort majoring in clinical medicine of Wuhan University were recruited in this study and divided evenly into study group and control group by means of random number table. Forty students in the study group received instruction through the employment of virtual simulation teaching methodology in trauma first aid training, while the rest in control group were trained by traditional teaching program. Subsequently, trainees from both groups were evaluated on knowledge test, clinical practice, and investigated by questionnaire survey. The collected data were analyzed by using t-tests and χ2 tests. Results:Both theoretical knowledge and skill operation scores of the study group were both higher than those of the control group, with statistically significant difference (92.13±1.42 vs. 85.22±1.92, 94.62±1.96 vs. 90.03±2.05, all P<0.001). The results of the questionnaire survey revealed a high level of satisfaction among 72.5% (29/40) of trainees in the study group, compared with only 20.0% (8/40) of students in the control group. There was a statistically significant difference between the two groups ( P<0.001). Conclusions:Virtual simulation teaching helps students gain the theoretical knowledge and operational skills of trauma first aid, so as to improve the teaching effect and satisfaction.
Objective:To analyze the expression of ″mission, vision and values″ of medical schools domestically and internationally, so as to inspire insights and provide a reasonable framework for a better articulation of these concepts.Methods:Under a holistic and cultural view, a text-based discourse analysis was conducted from October to December 2022, which compared 22 medical schools domestically and internationally in terms of their expressions of ″mission, vision and values″.Results:There is a lack of clear and definite articulation of ″mission, vision and values″ among medical schools in Chinese mainland. This might hurt the international profile of its medical education and cause misunderstanding in the international exchanges. Absence of mission statement reflects a different way of thinking and language use.Conclusions:Medical schools in the new era face emerging challenges worldwide. Internationalization should be fully considered in training future health professionals and creating a platform for global dialogue. In order to better address it, medical schools in Chinese mainland need to revisit how their ″mission, vision and values″ are articulated and communicated to the world. Thus each medical school can align the understanding and pace in the implementation of action plans under the guidance of its mission statement and realize the goals and vision accordingly.
Objective:To explore the application effect of flipped classroom based on peer assisted learning (PAL) in basic life support (BLS) course for interns of clinical medicine.Methods:Sixty five-year clinical medicine students who practiced in the Affiliated Hospital of Jiaxing University from November 2020 to October 2022 participated in the research. According to the random table method, they were divided into the experimental group and the control group. The flipped classroom teaching model and method based on peer assisted learning was adopted for the experimental group ( n=30), whereas the traditional teaching methods was adopted for the control group ( n=30). After the teaching, the results of theoretical test and practical skill examination of the two groups of students at different time points were compared, and course satisfaction was also investigated by questionnaire. Results:The theoretical test scores of the experimental group were (86.27±3.51), (81.47±3.89) and (78.53±3.79) immediately after the teaching, 1 month after the teaching and 3 months after the teaching, respectively. The scores were higher than those of control group (83.07±4.39), (75.60±5.24) and (71.67±4.85). The practical skills assessment scores of the experimentalgroup were (91.27±3.15), (88.93±3.45), (86.90±3.52), which were higher than those of the control group (89.20±3.37), (85.37±3.08), (83.40±4.08). The differences were statistically significant (all P<0.05). The number of students who were satisfied with the teaching in the experimental group was 25 (83.3%), which was significantly higher than that in the control group was 17 (56.7%), and the difference was statistically significant ( χ2=5.41, P=0.047). Conclusions:The flipped classroom teaching method based on peer-assisted learning has a good teaching effect in the course of basic life support for clinical interns, which helps to enhance students′ practical ability and self-confidence, and improve teaching satisfaction.
The clinical research methodology course focuses on cultivating practical abilities in clinical research design, but the traditional teaching method focuses on knowledge, which is difficult to achieve the expected effects. The online-offline hybrid teaching method helps to cultivate practical abilities through diversified, dynamic, and cross spatial teaching. This study took the clinical research methodology course for graduate student of Capital Medical University as an example, to describe the design and implementation process of this teaching method in this kind of course, and to evaluate its effectiveness by process assessment and questionnaire survey. After the course, the scores of theoretical knowledge [(24.0±1.9) to (18.1±4.7)] and research design elements [(8.6±1.9) to (4.9±2.7)] were higher than those before the course, and the scores of clinical research protocols [(77.2±16.2) to (54.9±21.7)] and research proposal presentation slides [(90.6±2.9) to (83.4±4.2)] were also significantly increased (all P<0.05). Out of 64 students, 60(93.8%) believed that this teaching method could improve their clinical research design ability, and the average satisfaction score was (18.1±0.7). The results showed that the online-offline hybrid teaching method can increase the students′ theoretical knowledge level and improve their practical abilities of clinical research design, and favorable learning effect has been achieved.
Acoustic neuroma is one of the most common intracranial tumors. The complex spatial adjacency between the tumor and the nerves and vessels is the focus of preoperative assessment and also a major difficulty in the teaching of diagnostic medical imaging. An online learning WeChat quizzes applet were developed for this study. The MR images of neuroma patients were converted and implanted into the applet based on 3D virtual image reconstruction technology. From March 2021 to June 2022, it was used in the teaching of diagnostic medical imaging for eight fourth-year undergraduate students majored in medical imaging technology at Tianjin Medical University. The time spent for the students to learn the adjacency of the acoustic neuroma on 2D planar thin-slice images, 3D virtual pictures and 3D virtual videos, the level of understanding satisfaction with the spatial adjacency and the accuracy were compared to evaluate the teaching effectiveness. The Kruskal-Wallis H test was performed on the data and Bonferroni correction was used for pairwise comparison. The students′ learning time for 3D virtual videos, 3D virtual pictures and 2D planar thin-layer images was 28(23, 61), 38(28, 69) and 31(27, 122) seconds, respectively, and the level of understanding satisfaction with the spatial adjacency was 5(4, 6), 4(4, 6) and 4(3, 6), respectively, and all differences were statistically significant (all P<0.05). The accuracy was 55.6%(37.5%, 65.6%), 52.8%(37.5%, 62.5%) and 52.8%(37.5%, 60.0%) and there was no statistical difference ( P=0.547). Thus, the use of 3D virtual video in medical imaging teaching for acoustic neuroma can augment the students′ satisfaction levels and enhance the teaching effect by reducing learning time without compromising accuracy.
Case-based learning (CBL) is important in developing students′ critical thinking and problem solving skills, while students were less likely to be exposed to sufficient and systematic clinical scenarios in traditional didactic lectures. This study utilized the blended teaching mode based on standard clinical cases in oral and maxillofacial oncology course. Via online teaching platform system, online modules and traditional face-to-face lectures were combined, allowing integration of case-based learning method into lectures-based and problem-based learning (PBL) teaching system. The questionnaire survey results showed that out of 83 students participating in teaching reform, compared to traditional teaching mode, 65(78.3%) believed that the blended teaching mode based on standard clinical cases increased learning efficiency; 73(88.0%) believed that this teaching mode facilitated development of critical thinking and problem solving skills. The teaching practice results indicated that this teaching mode is helpful for the theoretical learning of oral and maxillofacial oncology course and can be further promoted.
