الملخص
Objective:To construct an entrustable professional activities (EPAs) assessment framework for undergraduate medical students suited to the national conditions in China.Methods:The Delphi method was used to construct an EPAs assessment framework for medical undergraduates. Twenty-one clinical experts across China were invited to participate in two rounds of Delphi consultation.Results:All the 21 experts completed the two rounds of Delphi consultation. The effective questionnaire response rates of the two rounds of consultation were 100.0% (21/21). For the first-round expert consultation, the W values of importance and feasibility scores of EPAs were 0.182 and 0.173 (both P<0.05), respectively. For the second-round expert consultation, the W values of importance and feasibility scores of EPAs were 0.167 and 0.152 (both P<0.05), respectively. According to the second-round Delphi consultation, the importance and feasibility scores of all 14 EPAs indicators were >3.5 points, with the coefficients of variation <0.25 points. We preliminarily established 12 EPAs indicators and 42 key assessment points and determined the expected entrustment levels of each EPA at different stages for medical undergraduates. Conclusion:This study preliminarily constructed an EPAs assessment framework for medical undergraduates, which provides a new evaluation method for the cultivation of medical undergraduates in China.
الملخص
Objective To explore the feasibility and evaluate the teaching effect of case-based multidisciplinary team teaching mode in clinical practice teaching of gynecology.Method According to different grade,120 students were divided into experimental group and control group (60 students per group).The teaching content contained three malignant tumor cases,which were cervical cancer,endometrial cancer and ovarian cancer.The course needed 12 periods totally.The experimental group received multidisciplinary team (MDT) teaching mode,and the control group received traditional lecture-based learning teaching mode (LBL).Teaching effect evaluation and test scores would be analyzed at the end of teaching.SPSS19.0 was used for t test and chi-square test.Results Our results showed that the theory test scores,practical skills test scores,the paperwork scores and the total scores of the students in MDT group were significantly higher than those in the traditional group (P＜0.05).At the same time,the students' self-evaluation scores in the ability of information retrieval,acquisition,understanding,comprehensive and the ability of self-learning,learning interest,enthusiasm and teamwork were significantly higher than the traditional group (P＜0.05).Conclusion MDT teaching mode is feasible,which can improve teaching effect and students' quality,and is worthy of advocating and popularization.
الملخص
Problem-based learning (PBL) was carried out in general practice residency training program.Interview was used to evaluate the teaching performance.A total of 22 teachers and 198 students participated in evaluations.Among the teachers,17 (77％) were quite satisfied and 5 (23％) relatively satisfied.The overall satisfaction rates of teachers,problems and problem solutions were 87％,75％ and 91％ respectively. PBL stimulated the interests of students and was conducive for the combination of theoretical and practical knowledge.And it might improve the thinking ability of students and would be a good teaching method in general medicine residency training.
الملخص
One hundred and forty-four medical students were enrolled in the study, the participants were randomly divided into experimental group and control group with 72 in each. All students attended the theoretical lecture of general medicine. Students in experimental group took part in the extracurricular teaching activities including the nutritional course and practice, the clinical case study and problem based learning ( PBL), students in control group did not have the extracurricular activities. The results showed that although there was no difference in general testing scores between two groups, the problem solving ability and assay-writing ability of experimental group were significantly higher than those of control group.