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At present, the non-directly-administered affiliated hospitals generally have some problems in the teaching of clinical probation such as weak subjective teaching consciousness, few full-time teaching administrators, insufficient investment in teaching facilities, uneven teaching levels, unclear division of responsibilities and so on. Based on this, it is proposed to adopt the measures of strengthening consciousness, creating process and strengthening examination to explore the standardized teaching methods of clinical probation from four aspects: making clear the teaching purpose of the probation, making good preparation for the probation teaching, refining the teaching process of the probation teaching and paying attention to the actual effect evaluation after the probation, so as to improve the quality of clinical probation teaching in non-directly-administered affiliated hospitals.
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Objective:To put forward the teaching improvement direction and promote homogeneous training by analyzing the assessment results of the trainees having the training of cardiopulmonary resuscitation (CPR) in three hospitals like Beijing Children's Hospital, and identifying related influencing factors.Methods:From August 27 to September 27, 2020, students and teachers who participated in the standardized teaching of CPR in three hospitals were included in the study. The teaching process followed the international unified standard curriculum plan for basic life support implementer. The teaching effect was evaluated by written examination, single-person CPR, automatic external defibrillator (AED) skill test and student satisfaction surveys on the team CPR training effect. SPSS 20.0 was used to analyze the differences between groups, and logistic regression analysis was used to find out the factors affecting the assessment results.Results:Twenty-five teachers from three children's hospitals gave lessons for 27 times, and 154 students completed the training and assessments. Among them, 144 passed the written examination, accounting for 93.5%, while 130 passed the single-person CPR+AED skill test at one time, accounting for 84.4%. There were significant differences in the results of written examination and skill test among students from these three hospitals ( P<0.05). Multivariate analysis showed that the professional title of the students and the experience of the teachers affected the scores of the skill test. There were regional differences in students' identities, positions and professional titles, but their learning needs for team CPR were the same, accounting for 44.8%, which was higher than that of single skills. A percentage of 94.8% students believed that the ability of "closed-loop communication" was an important factor in team CPR, and 74.7% students were satisfied with the teaching effect of this skill in class. Conclusion:At present, measures such as dual lecturer system and separation of teaching and examination should be taken to ensure the implementation of standardized teaching. Through standardized quantitative assessment, the quality of training can be ensured and the training effect of CPR homogenization can be realized. Each training center should also improve the teaching level of efficient team CPR to promote the improvement of post competency for medical staff.
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Objective:To explore the application effect of standardized neurology teaching ward-round combined with problem-based learning (PBL) teaching method and standardized patients (SP) in the production practice of international students.Methods:A total of 60 foreign students who participated in the neurology department of The 2nd Affiliated Hospital of Harbin Medical University from June 20, 2019 to December 20, 2019 were selected as the study subjects, and were divided into experimental group and control group, with 30 ones in each group. The control group used traditional teaching ward-round methods, the experimental group used the standardized teaching ward-round combined with PBL teaching method and standardized patients for learning. And at the end of the training, the assessment of the first course of disease record writing and questionnaire survey were conducted. SPSS 20.0 was used for t test and chi-square test. Results:The results of writing medical records in the experimental group were significantly outstanding, with statistical difference ( P<0.05). More than 80% of foreign students in the experimental group agreed that standardized teaching ward-round and standardized patient teaching model had significant effectiveness. Conclusion:In the production practice education of international students in department of neurology, the standardized teaching ward-round combined with PBL teaching method and standardized patient have achieved remarkable results.
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Objective To explore the development requirements and tentative ideas on the standardized teaching wards in the internship course of undergraduate nursing students. Methods 134 nursing undergraduate students before the internship and 70 nursing teachers were recruited in this study. A self-made questionnaire was distributed to these students and teachers to explore their requirements and needs in the development of the standardized teaching wards. Results The majority of students and nursing teachers thought that it was necessary to design and develop the standardized teaching wards for the nursing students and the six items of this study were accepted by them. Conclusion The standardized teaching wards will be designed and developed according to the six items of this study.