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Objective:To analyze the importance of post competency elements of community public health professionals, and to provide data and method support for the construction and cultivation of community public health professionals.Methods:In September to October 2020, 25 experts were selected in the study, and the interval value hesitant fuzzy entropy method was used to analyze the importance of post competency elements. Excel 2013 and SPSS 25.0 were used to calculate the data.Results:Among the primary index of post competency elements, the order of importance were professional quality (0.207), professional knowledge and skills (0.204), integrative thinking (0.200), personal characteristics (0.199), basic professional ability (0.191); for second-level indicators, for second-level indicators,critical thinking (0.105), systematic thinking (0.095), public health knowledge and skills (0.044) were the top three of post competency elements were the top three of post competency elements.Conclusion:The recessive professional accomplishment dominated by professional ethics, the integrative thinking of public health dominated by critical thinking, and the professional knowledge and skills dominated by public health knowledge and skills should be focused on.
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Objective:To clarify the elements of post competency of public health professionals and technical personnel, and construct a post competency index system of public health professionals and technical personnel.Methods:Referring to the Hay Group Competency Dictionary and literature review method, the post competency information elements of public health professional and technical personnel were constructed, and were revised through the expert consultation method. Unit-level stratified sampling was used, and 120 public health professionals were invited to evaluate the importance of the elements. SPSS 26.0 was used for data analysis, the continuous data were expressed in ( x ± s) mode, and Pearson was used to study the degree of correlation of each dimension. Finally, the post competency index system for public health positions was constructed by using the factor analysis method to extract the common factor as the first-level index. Results:The index system contained 7 first-level indicators (43 items), including public health practice skills, clinical practice skills, professional basic subject knowledge, personal professional accomplishment, public health authority and management ability, public health leadership, and public health methodology knowledge. Its weight coefficients (%) were 20.03, 17.48, 15.89, 15.68, 13.98, 12.82 and 4.11, respectively. The elements with the highest materiality scores were personal protection, responsibility and professionalism.Conclusion:Personal protection and other public health practical skills and personal professional qualities such as sense of responsibility and professionalism are the core elements of public health positions, and it is recommended to strengthen the training of public health professionals' public health practical skills in actual work, and pay attention to the cultivation of personal professional qualities, so as to establish a better team of public health talents.
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Objective:To explore the training mode of continuing education for clinical engineers, and provide reference for the training of clinical engineers.Methods:A total of 31 clinical engineers were selected as the two-stage training mode combined with short-term centralized intensive basic training and standardized post professional training. Comparative analysis of assessment scores before and after training was performed, and the satisfaction of comprehensive effect and post competency improvement after training was evaluated. SPSS 19.0 was used for t-test. Results:The assessment scores after training (85.06±7.31) were significantly higher than those before (69.55±6.74) training ( P = 0.001). The comprehensive training effect of clinical engineers and the satisfaction rate of post competency improvement reached a high level, which were 70.97% (22/31) and 83.87% (26/31), respectively. Conclusion:The two-stage training mode combined with short-term centralized basic intensive training and standardized post professional training can not only effectively improve the theoretical knowledge level, practical ability and post competency of clinical engineers, but also shorten the centralized training time, which is conducive to solving the practical problems that affect the continuing education training program due to the lack of human resources of clinical engineers.
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Through the reform and practice of the "four-in-one" cultivation model of clinical medical talents, the training mode of applied high-quality medical and health talents with different orientations is established, and the curriculum teaching system suitable for the development of modern medical education is constructed to promote the reform of education and teaching. It solves the problems of single medical talents training mode, fragmentation of curriculum system, single teaching and training in teaching, and insufficient support for talent training. This reform established a set of curriculum system, teaching methods and evaluation methods to strengthen the cultivation of medical students' post competency, and achieved the goal of improving the quality of clinical medical personnel training in local medical colleges.
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Objective:To investigate the effects of teaching reform to strengthen the integration of basic medicine and clinical medicine by analyzing the scores of the National Medical Licensing Examination from 2014 to 2018.Methods:Through the improvement of the training program, the establishment of subject integration courses, the standardization of case teaching mode and the establishment of comprehensive medical experiment courses, the teaching reform of the combination of basic medicine and clinical medicine was carried out. The differences in the scores of the National Medical Licensing Examination between the students from Dalian University and those from the whole country were compared, including the average total scores, the passing rates, the average mastery rates of the basic medicine, and the average mastery rates of the cognitive level of the basic medicine.Results:In 2014, 2015 and 2016, the average total scores of the students from Dalian University were 384.70±53.62, 395.45±50.49, and 401.43±50.88, respectively, which were lower than those from the whole country (396.15±58.85, 400.78±56.88, and 405.15±58.06). The average mastery rates of the basic medicine of the students from Dalian University were 56.28%, 62.45%, and 64.92%, respectively, lower than those from the whole country (58.41%, 62.46%, and 65.36%). The average mastery rates of the basic medicine of the students form Dalian University from 2014 to 2016 were lower than those from the whole country, and those were higher in 2017 to 2018 than the whole country. The average total scores of the students form Dalian University in 2017 and 2018 were 397.11 and 400.26 ± 61.15, respectively, higher than those from the whole country (388.91 and 397.01±58.35). The average mastery rates of the basic medicine of the students form Dalian University were 61.53% and 59.85%, respectively, higher than those from the whole country (58.64% and 58.38%). The total passing rates of the students from Dalian University in 2014 and 2016 were 91.11% and 72.73%, respectively, lower than those from the whole country (91.18% and 73.75%), while in 2015, 2017 and 2018 those were 76.47%, 77.78%, and 77.59%, respectively, all higher than those from the whole country (73.59%, 74.29%, and 76.89%). All the data showed a trend of increase with the teaching reform process.Conclusion:Strengthening the teaching reform of the combination of basic medicine and clinical medicine during the learning stage of basic medicine could improve students' learning interest and attention to the basic medical knowledge, strengthen the understanding of the relevance of basic medicine to clinical medicine, and play a positive role in the cultivation of medical students' post competency and the achievement of the goal of training applied medical talents.
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At present, some "5+3" integration students have different levels of understanding and application problems in various stages, such as role transformation, professional knowledge and technology, communication ability and humanistic care ability, clinical thinking and evidence-based medicine concepts, clinical research thinking, learning and work attitude. This research will permeate and run through the training of "5+3" integrated students' diagnostic and therapeutic operation ability through the training of modern clinical thinking oriented by post competency, and integrate humanistic care, evidence-based medicine, learning attitude, working attitude, and attitude towards patients in the whole process to gradually complete the comprehensive training goal of clinical thinking oriented by post competency + diagnostic and therapeutic operation ability.
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Objective:To evaluate the teaching effect of multi-disciplinary integrated training program on the open comprehensive training room to improve the post competency of medical imaging students.Methods:A total of 122 residential students of five-year medical imaging from Batch 2014 of The First Affiliated Hospital of Chengdu Medical College were divided into experimental group and control group. The experimental group carried out the multi-disciplinary open comprehensive training program, and the control group carried out open-ended exercises. The comprehensive discipline theory examination, assessment of clinical thinking and comprehensive skill appraisal, and satisfaction questionnaire results were compared between the two groups. SPSS 23.0 was used for t test. Results:①Comprehensive discipline theory examination scores were higher in experimental group than the control group [(80.33±3.70) vs. (74.56±5.09)], with statistical differences ( P<0.05). ②Experimental group scored higher in clinical thinking and comprehensive skills than the control group did, and the difference was statistically significant [(87.58±3.15) vs. (74.52±3.66), P<0.05]. ③The questionnaire investigation showed that the experimental group students did better in improving autonomous learning ability, expression ability, the team cooperation ability, the ability to find and fix problems and the degree of self-esteem than control group, with statistically significant differences ( P<0.05). Conclusion:The multi-disciplinary open comprehensive training program has a good effect on optimizing the open-ended exercises. Students' knowledge of multi-disciplinary comprehensive theoretical knowledge and imaging skills have been improved, and the ability of teamwork, problem-solving ability, self-learning ability and innovation ability required by the core competence of the profession have been developed and improved, which meets the modern medical treatment of education "to create an educational platform of medical education collaboration and multi-disciplinary integration, and to cultivate students' innovative and autonomous learning."
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Objective:To establish a post competency model for clinical medical students in military medical universities to explore the qualities most needed by outstanding graduates.Methods:Through behavioral event interview (BEI) method, the complete interview data of 82 graduates (40 students in excellent group and 42 students in normal group) from a military medical university were obtained. The respondents were asked to recall the three most successful and unsuccessful cases in their past work, and fill in the checklist. The interview data were coded, marked and classified, the interview recording data were analyzed, and the comparison was made between the frequency of competency characteristics and the collection points of excellent graduates.Results:Top 9 competency features with the highest frequency and no difference between the two groups were respectively internal quality (82 students, 100%), clinical medical service capacity (52 students, 63.4%), continuous learning ability (36 students, 43.9%), teamwork ability (38 students, 46.3%), career (66 students, 80.5%), enterprise (46 students, 56.1%), sense of responsibility (42 students, 51.2%), execution (42 students, 51.2%), and coordination of team members (36 students, 44.0%). The proportions of excellent graduates to mention the ability to apply information tools ( χ2=6.80, P=0.009),; master English literature ( χ2=4.42, P=0.036), and be self-disciplined and fame and fortune-weakened ( χ2=6.90, P=0.009) were higher than those of the ordinary ones. Conclusion:This study has scientifically constructed a post competency model for clinical medicine students in military medical universities, including the benchmark competency model (9 characteristics with the highest frequency and non-differentiated between two groups) and the identification competency model (3 characteristics of excellent graduates higher than those of ordinary ones).
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Objective:To construct training indexes of post competency of dental hygienist, and to provide objective basis for the establishment of the index system of the transition from dental nurse to dental hygienist in the future.Methods:The relevant literature of post competency of dental hygienist was searched from the databases such as PubMed, Medline, Web of Science, China National Knowledge Internet, Wanfang database. The search time was from the establishment of the database to March 2021. The expert letter inquiry questionnaire was designed through preliminary consultation.Delphi expert consultation was conducted for 20 dental experts from Beijing city, Chongqing city, Jiangsu province, Sichuan province, Jilin province from May to November 2021, and model indexes and weight assignment of post competency of dental hygienist were determined.Results:Three rounds of Delphi expert consultation were conducted, the effective recoveries of the questionnaires were 100%, the expert authority coefficients were 0.81, 0.81, 0.83, respectively, the coefficient of variation of expert consultation was 0.000-0.386, 0.000-0.300 and 0.000-0.250, respectively, the coordination degree of expert opinions in the third round of consultation was 0.679, 0.428 and 0.389 (all P<0.01). The formed training indexes of post competency of dental hygienist included 4 first-level indexes, 20 second-level indexes and 60 third-level indexes. Conclusions:The training index system of post competency of dental hygienist in this study is scientific, reliable, and practical, to provide reference for training and assessment of post competency of dental hygienist and objective basis for establishing the indexes system of dental nurse to dental hygienist in the future.
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Objective:To survey the post competency of general practitioners who completed residency training in Suzhou Municipal Hospital.Methods:A questionnaire survey on post competency of general practitioners was conducted from January to March 2022. General practitioners who completed standardized residential training in Suzhou Municipal Hospital from 2009 to 2021 were randomly selected for the survey. The self-designed questionnaire included the basic information and post competency in terms of clinical, public health, research and teaching abilities as well as medical ethics and humanism. A self-evaluation was also performed and the abilities were graded (A 86-100, B 70-85, C 55-69, D 0-54), and grade A was classified as excellent.Results:A total of 163 questionnaires were distributed and 157 valid ones were collected with a recovery rate of 96.3%. Among 157 respondents 62 (39.5%) were males. The participants mainly worked in urban community health service institutions (78 (49.7%)), and most of them worked as general practice (119 (75.8%)). For the self-assessment of clinical skills, the proportion of respondents with excellent abilities in history taking, basic drug use, diagnosis and treatment of common diseases, and chronic disease management was 58.8% (70/119), 57.1% (68/119), 54.6% (65/119) and 54.6% (65/119), respectively. The proportion of respondents with excellent abilities in evidence-based clinical decision making, physical examination, tests interpretation, referral services, family medical services, rehabilitation services, first aid, and psychological counseling and treatment was 43.7% (70/119), 42.9% (52/119), 38.7% (46/119), 37.8% (45/119), 33.6% (40/119), 22.7% (27/119), 21.0% (25/119), and 16.8% (20/119), respectively. For the self-assessment of basic public health service ability, the proportion of respondents with excellent abilities in health education, disease prevention and control, health management, health care for key and special groups, handling public health emergencies, management of infectious diseases, epidemiology-based community diagnosis and community health leadership was 38.7% (46/119), 33.6% (40/119), 33.6% (40/119), 26.1% (31/119), 25.2% (30/119), 2.7% (27/119), 22.7% (27/119), and 21.0% (25/119), respectively. For humanistic literacy, the proportion of respondents with excellent abilities in privacy protection, sense of responsibility for patients, understanding patients′ needs, effective communication and cooperation with patients was 82.4% (98/119), 73.9% (88/119), 61.3% (73/119), 55.5% (66/119) and 2.1% (62/119), respectively. For research and teaching, the proportion of respondents with excellence abilities in continuous learning and innovation, training and teaching and literature retrieval was 47.9% (57/119), 10.9% (13/119), 10.1% (12/119), respectively. In addition 56.3% (67/119) of respondents were interested in scientific research, 23.5% (28/119) had published articles as the first author or correspondence author, and only 6.7% (8/119) had scientific research projects in the last 5 years.Conclusion:The post competency of general practitioners who received standardized residency training in our hospital varies in different aspects, their abilities in basic public health service, scientific research and teaching are relatively low, which need to be strengthened.
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Objective:To investigate the application and effects of WeChat official account in improving the nursing trainees' core post competency.Methods:The study included in 105 nursing trainees of Batch 2015 as experimental group, taking the nursing practice WeChat official account based on the routine clinical teaching pattern, and 95 nursing trainees of Batch 2014 as control group, taking traditional teaching mode. At the end of the internship, the scores of special examinations for nursing students and the national examination for nursing qualifications ("nursing qualification examination" for short) of the two group were compared, and the critical thinking ability, ability to acquire information lifelong learning ability, nurse-patient clinical communication ability and teaching satisfaction of the two groups of students were analyzed. SPSS 23.0 software was used for t test. Results:The scores of special examinations, nursing qualification examination and each module at main dimensions of the core post competency of nursing students in the experimental group were higher than those in the control group ( P<0.05). The nursing trainees in the experimental group were satisfied with the teaching effects of the WeChat official account. Conclusion:The WeChat official account in clinical nursing practice helps improve the quality of clinical practice teaching and assist in enhancing core post competency of nursing trainees.
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Objective:To explore the practical effect of the comprehensive teaching method based on King's up-to-the-standard theory on the clinical teaching of oncology department.Methods:From August 2019 to June 2020, 60 interns of oncology department were selected and randomly divided into control group and study group. The control group was given conventional clinical teaching method, and the study group was given comprehensive teaching method based on King's up-to-the-standard theory (including PBL, CBL, scenario simulation, MOOC, etc.) for 3 months. The theoretical and practical assessment results of the two groups after 3 months were compared. The post competency of the two groups before and after teaching, and the satisfaction of the two groups with the teaching mode were compared. SPSS 26.00 was used for t test and chi-square test. Results:There were significant differences in the distribution of theoretical and practical examination results between the study group and the control group ( P<0.05), and the excellent and good rate of the former was higher than that of the control group ( P<0.05). There were no significant differences in the scores of professional ethics, professional ability, interpersonal communication and team cooperation, teaching and scientific research direction between the two groups before teaching. However, the scores after teaching were higher than those before teaching, and study group had higher scores than the control group ( P<0.05). The satisfaction scores of the study group were higher than those of the control group in stimulating learning interest, promoting learning initiative, improving the ability of analyzing and solving problems, cultivating critical thinking, cultivating doctor-patient communication ability, cultivating team spirit, improving literature review ability, broadening knowledge, guiding future clinical work and enhancing self-confidence ( P<0.05). Conclusion:The application of the comprehensive teaching method based on King's up-to-the-standard theory in the clinical teaching of oncology department can improve the examination results and post competency of interns, and also improve their satisfaction.
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Objective:To evaluate the standardized residency training of obstetrics and gynaecology in Shengjing Hospital of China Medical University with Milestones evaluation system of obstetrics and gynecology, and to evaluate the feedback effect of the system.Methods:An improved Milestones evaluation form was developed to evaluate the self-evaluation and clinical tutor's scores, collect the results and make a statistical analysis of the 1-3 years standardized training residents of the Shengjing Hospital of China Medical University in September 2019. GraphPad Prism 8 software was used for data collection and statistical analysis, and Box-Plots software was used for drawing analysist. Descriptive statistics method was used for the general situation of the research objects. After the students' self-evaluation and tutor's scores passed the normal distribution and variance homogeneity test, paired t test was performed, and the scores of residents from different sources were analyzed by variance analysis. Results:A total of 164 residents of obstetrics and gynaecology were evaluated, and there were significant differences between self-evaluation and teacher's evaluation in medical knowledge, learning ability and system work ( P<0.05). The competency scores of the first year residents ranged from 3.003 to 4.556, and at the end of the course they increased to 4.921 to 5.974, showing statistically significant differences in each item compared with the first year ( P<0.001). After three years of training, residents from different sources showed significant improvement ( P<0.001). Conclusion:The Milestones evaluation system of the obstetrics and gynecology can be used for the training assessment and feedback of the residents in obstetrics and gynecology specialty. The self-assessment of residents helps to understand the level of self-assessment, and the teacher's evaluation helps to correct the bias generated by self-assessment. The systematic and staged Milestones evaluation system can instruct the clinical tutors to instruct the residents in accordance with their aptitude, and give feedback on the training effect of the residency training base.
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Objective:To explore the application effect of two-way evaluation combined with transposition learning in the teaching of standardized training of cardiac surgery.Methods:A total of 67 trainees received by the Department of Cardiac Surgery of our hospital from January 2019 to October 2020 were divided into group A ( n = 32) and group B ( n = 35) according to the time of standardized training. Group A was trained by conventional method, while group B was trained by two-way evaluation combined with transposition learning. The examination scores, the post competency, and the teaching recognition of trainees between the two groups at the time of departure were respectively compared. SPSS 22.0 was used for the Chi-square test and t-test. Results:At the time of departure, the scores of theory examination and skill operation examination in group B were higher than those of group A [(92.08±11.50), (91.06±12.08) vs. (83.09±10.26), (82.23±10.09)]. There was no significant difference in the scores of clinical basic ability, professional spirit and quality, doctor-patient communication, mastery and application of medical knowledge, teamwork, basic public health services, information and management, and academic research between the two groups before teaching ( P > 0.05). The scores of the above-mentioned aspects were all increased after teaching, and the scores of group B were higher than those of group A ( P < 0.05). The recognition of the teacher's sense of responsibility, teaching awareness, expression ability, knowledge level, communication ability, and teaching method in group B were higher than those of group A ( P<0.05). Conclusion:The application of two-way evaluation combined with transposition learning in the teaching of standardized training of cardiac surgery can enhance the teaching effect, improve the post competency, and can be more recognized by the trainees.
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Objective:To explore the application and effect of teaching and anti-teaching system in clinical skills teaching of the standardized residents training.Methods:Forty pediatric residents of Batch 2018 in Hunan Children's Hospital were randomly divided into the conventional teaching group and the teaching and anti-teaching teaching group, 20 in each group. All of them received the skills training for medical licensing examination. A comparative analysis of the teachers' on-site training time, and the time of mastering individual skill, the skill operation ability, and the comprehensive ability in the two groups was conducted. In addition, teachers and students' satisfaction with teaching and anti-teaching system was investigated by Wenjuanxing, a platform providing questionnaire survey. SPSS 17.0 software was used for t-test and Chi-square test. Results:The teachers' on-site training time [(21.75±3.24) min vs. (48.65±2.91) min] and the residents' time of mastering skills and knowledge [(20.46±3.57) min vs. (30.24±4.73) min] in the teaching and anti-teaching teaching group were shorter than those in the conventional teaching group ( P < 0.05). The scores of clinical skills [(92.96±5.21) points vs. (84.13±3.28) points] and the comprehensive ability [(91.23±5.06) points vs. (85.23±5.72) points] of the residents in the teaching and anti-teaching teaching group were higher than those in the conventional teaching group ( P<0.05). The questionnaire survey showed that the residents had a positive attitude towards the teaching and anti-teaching teaching. They believed that it had the advantage of facilitating full-dimensional viewing of the operation, improving the learning interest, and achieving better learning effect for the residents. Conclusion:The application of teaching and anti-teaching system in the standardized training of residents in children's hospitals can make up for the rare adult clinical operation learning opportunities in children's hospitals, rapidly improve the professional skills of residents, improve the passing rate of medical licensing examination, and help to improve the post competency of residents.
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Objective:To analyze the effect of SBAR (situation, background, assessment, and recommendation) sign-out template in the standardized residency training in a neonatal ward.Methods:Based on SBAR communication mode, we designed and optimized neonatal ward sign-out checklist, and a total of 67 residents were trained for 2 weeks from April 2019 to June 2019, with control group (before training) and observation group (after training). The assessment indicators of sign-out information included sign-out duration, the incidence of sign-out errors, quality assessment scores and shift satisfaction (including sign-out satisfaction and self-evaluation) as well as competencies. A total of 1 553 children's morning shift data were collected, and SPSS 22. 0 was used for t test and chi-square test. Results:In the control group, the sign-out duration was (23.4±4.7) min, the incidence of sign-out errors was (43.6±6.6)%, quality assessment scores were (6.3±0.7) points, the satisfaction degree was (76.5±4.6)%, and the self-evaluation scores were (5.2±2.1) points. While, in the observation group, the sign-out duration was (15.9±3.2) min, the incidence of sign-out errors was (21.1±2.3)%, quality assessment scores were (8.9±0.9) points, the satisfaction degree was (94.1±2.9)%, and the self-evaluation scores were (8.9±0.8) points, with statistically significant difference ( P<0.05). There were statistically significant differences between the two groups in clinical skills and medical service ability [(2.2±0.1) vs. (3.8±0.3)], interpersonal communication ability [(2.6±0.5) vs. (4.2±0.1) points], teamwork ability [(3.1±0.2) vs. (4.6±0.3)], information and management ability [(2.5±0.5) vs. (4.2±0.2)] ( P<0.05). Conclusion:The SBAR template can improve sign-out process and the clinical skills of standardized training residents.
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Objective:To explore the role of multimedia teaching based on post competency in practical teaching of pediatrics.Methods:A total of 64 pediatric interns received by our unit from January 2019 to October 2020 were studied and randomly divided into two groups. Traditional clinical teaching was used in the control group, and multimedia teaching based on post competency was used in the experimental group. The assessment results of pediatrics-related theoretical knowledge and practical skills, post competency and recognition of teaching were compared between the two groups before and after teaching. SPSS 26.0 was used for t-test and chi-square test. Results:After teaching, the examination results of the two groups of interns' pediatrics-related theoretical knowledge and practical operation skills were higher than those before teaching [(98.72±1.29) vs. (79.84±3.96), (97.94±2.17) vs. (70.22±4.17)], and the above results of the experimental group were higher than those of the control group [(98.72±1.29) vs. (90.22±3.46), (97.94±2.17) vs. (87.38±5.07)] ( P<0.05); the post competency scores of clinical diagnosis and treatment ability, clinical operation skills, self-learning and information technology, and medical humanistic quality of the two groups after teaching were higher than those before teaching, and the scores of the experimental group were higher than those of the control group ( P<0.05); the recognition rate of the teaching method in stimulating learning interest, improving learning effect, enhancing doctor-patient communication ability, rasing clinical thinking ability, and strenthening professional confidence in the experimental group was higher than that in the control group ( P<0.05). Conclusion:The application of multimedia teaching based on post competency in the practical teaching of pediatrics can not only improve the examination results and various aspects of post competency, but also be recognized by interns.
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Objective:To explore the value of "conceive, design, implement, and operation" (CDIO) combined with cluster training mode in clinical teaching of cardiopulmonary resuscitation (CPR).Methods:A total of 108 interns of General Hospital of Southern Theater Command from January 2019 to November 2020 were included in the study, and they were randomly divided into control group ( n=54) and observation group ( n=54). The control group used the cluster training mode for CPR teaching, and the observation group used CDIO combined with the cluster training mode for CPR teaching. The theoretical performance, operation performance, comprehensive ability, chest compression quality and CPR time of the two groups of interns were compared, and the scores of post competency and satisfaction of the two groups of interns were evaluated. SPSS 22.0 was used for t test and chi-square test. Results:The scores of theory, operation and comprehensive ability in the observation group were higher than those in the control group. Compared with those before training, the compression depth, compression frequency and chest rebound rate of the observation group were higher than those of the control group. The observation group found that the patients' unconscious judgment of pulse free time, the time from the occurrence of ventricular fibrillation to the start of automated external defibrillator (AED), and the time to complete AED were lower than those in the control group. The five dimensions of practical ability, critical thinking ability, coordination ability, career development ability, psychological characteristics and the total score of post competency in the observation group were higher than those in the control group ( P < 0.05). The satisfaction of the observation group with the teaching teacher, practice content, practice form and practice effect was higher than that of the control group ( P<0.05). Conclusion:The application of CDIO combined with cluster training in clinical CPR teaching can improve the interns' theoretical performance, operational performance and comprehensive ability, improve the quality of external chest compression and CPR time, make the interns have good communication ability and post competency, and finally improve the interns' satisfaction.
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Objective:To investigate the post competency of "Academic-Practical" of clinical nursing teachers, and analyze related influencing factors.Methods:A total of 312 "Academic-Practical" and "Non-Academic-Practial" clinical nursing teachers from The Affiliated Hospital of Southwest Medical University were surveyed by the Clinical Nursing Teacher Post Competency Evaluation Questionnaire. SPSS 20.0 software was used for t test, chi-square test and rank sum test. Results:The average self-evaluation scores of post competency of "Academic-Practical" clinical nursing teachers were (4.26±0.41) points, which were higher than those of the "Non-Academic-Practical" teachers [(3.19 ±0.50) points], showing good post competency. There were significant differences in the scores of professional quality (17.39±1.54), professional attitude (21.75±2.21), professional ability (21.14±2.31), teaching ability (50.39±5.93), interpersonal coordination ability (25.57±3.04), and personality characteristics (17.27±2.04) between the "Academic-Practical" and "Non-Academic-Practical" teachers (all P<0.01). And there were significant differences in self-evaluation post competency scores of "Academic-Practical" teachers in "with or without teacher qualification certificate" ( P=0.001), "whether she/he is the backbone of the department" ( P=0.002), degree ( P=0.001), age ( P<0.001), positional title ( P<0.001) and working year ( P<0.001) (all P<0.01). But there was no significant difference in gender ( P=0.735) and "whether she/he is a specialized nurse" ( P=0.335). Conclusion:"Academic-Practical" and "Non-Academic-Practical" medical teachers should take the post competency as the core orientation, adopt the "Ladder" mode of training and management, and constantly improve the training plan of post competencey.
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Objective:To explore the role of post competency oriented interactive teaching in clinical teaching of blood purification.Methods:A total of 80 interns from the blood purification center of our hospital were selected from May 2019 to August 2020, and they were randomly divided into two groups. The control group ( n=40) were taught by routine clinical teaching, and the observation group ( n=40) was taught by interactive teaching based on the post competency. They were both taught for 3 months. The theoretical and practical assessment results of the two groups after teaching, the post competency before and after the teaching, and the satisfaction with the teaching were compared. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical and practical assessment scores of the observation group after teaching were higher than those of the control group, and the difference was statistically significant (theoretical assessment: t=4.01, P<0.05; practical assessment: t=3.94, P<0.05). There was no statistically significant difference in effective communication ability score ( t=1.31, P=0.193), adaptability and coping ability ( t=1.25, P=0.216), autonomous learning and self-improvement ability ( t=0.93, P=0.356), and management ability score ( t=0.76, P=0.451). After teaching, the competency scores of the above-mentioned positions in the two groups were improved compared with those before teaching, and the scores of the observation group were higher than those of the control group, and the differences were statistically significant (effective communication ability: t=12.60, 6.63, P<0.05; adaptability and coping ability: t=11.21, 6.44, P<0.05; autonomous learning and self-improvement ability: t=10.80, 5.78, P<0.05; management ability score: t= 12.42, 6.79, P<0.05). There were significant differences in the distribution of satisfaction with teaching ( t=6.90, P=0.007) of the two groups of interns, and the total satisfaction rate of the observation group was higher than that of the control group ( t=6.49, P=0.011). Conclusion:The application of post competency oriented interactive teaching in clinical teaching of blood purification internship can not only improve the appraisal results of interns, enhance their post competency, but also improve the teaching satisfaction.