Effectiveness of the "Hand as Foot" teaching method in human physiology: A randomized controlled trial.

BACKGROUND: The "Hand as Foot" teaching method, an innovative approach in medical education, utilizes hand gestures to simulate anatomical structures and functions. This study aimed to assess the effectiveness of the "Hand as Foot" teaching method compared to traditional method in the "Human Physiology" course. METHODS: During the 2023 spring semester, a randomized controlled trial involved 84 health management students. Participants were randomly assigned to the "Hand as Foot" teaching group or the traditional teaching group. A self-designed Likert scale was used to evaluate students' perceptions of teaching effectiveness, covering dimensions such as engagingness, intuitiveness, facilitation of understanding, enhancement of memorization, and effortlessness of learning. Additionally, a knowledge assessment test was administered to measure knowledge acquisition. RESULTS: The "Hand as Foot teaching method" group (41 students) reported significantly higher ratings for all dimensions of teaching effectiveness compared to the traditional teaching group (43 students) (p ≤ 0.01). Despite the lack of statistical significance, the experimental group's test scores were notably superior (Mean = 6.35 vs. Mean = 5.94). DISCUSSION: The "Hand as Foot" teaching method demonstrated superior effectiveness in engaging students, facilitating comprehension, and enhancing memorization. Its interactive and tangible nature provided a holistic learning experience, enabling students to visualize complex physiological mechanisms. Additionally, it fostered active student participation and a desire for deeper understanding. CONCLUSION: While the "Hand as Foot" teaching method demonstrated strengths in engaging students and aiding comprehension, further researches with larger and diverse cohorts are needed to gauge its impact on learning outcomes and broader applicability.

[Constructing of clinical thinking of acupuncture and moxibustion, improving the medical record writing ability of standardized training physicians: teaching experience of the standardized training textbook Acupuncture and Moxibustion for national TCM resident physicians].

To explore the methods of cultivating the clinical thinking ability of acupuncture and moxibustion in the standardized training of resident physicians, so as to improve the medical record writing ability of the regular training physicians. The clinical diagnosis and treatment of acupuncture and moxibustion has its own characteristics and can't copy the syndrome differentiation and treatment mode of TCM internal medicine. In the treatment section, Acupuncture and Moxibustion, a standardized training textbook for national TCM resident physicians, takes clinical cases as the breakthrough point and uses the problem as the guide, guides the training physicians to cultivate acupuncture and moxibustion clinical diagnosis and treatment from three aspects: disease diagnosis, syndrome diagnosis, and treatment ideas, forms a complete understanding of the disease, and improves the standardization, logicality and systematicness of medical record writing through repeated practical training.

[Application of teaching method for the interpretation of acupoint names in the course of Science of Meridians and Acupoints].

The paper summarizes the valuable experience of the famous teachers of all generations in the teaching & research room of meridians and acupoints of Beijing University of CM. The shortcomings are presented when the acupoints are explained in accordance with the flowing route of meridians in classroom teaching of Science of Meridians and Acupoints. Hence, it is proposed that the acupoint names should be interpreted specially for the acupoints distributed on the same meridians or adjacent ones. It is suggested to emphasize the correlation of each acupoint with its adjacent ones from the perspective of the cultural connotation of acupoint names, and then, the differences and similarities in their clinical indications can be analyzed. Eventually, a new approach to the classroom teaching of Science of Meridians and Acupoints may be provided to guide the excavation of traditional cultural connotation and establish the cultural self-confidence and professional identity.

Application of teaching method for the interpretation of acupoint names in the course of Science of Meridians and Acupoints / 中国针灸

The paper summarizes the valuable experience of the famous teachers of all generations in the teaching & research room of meridians and acupoints of Beijing University of CM. The shortcomings are presented when the acupoints are explained in accordance with the flowing route of meridians in classroom teaching of Science of Meridians and Acupoints. Hence, it is proposed that the acupoint names should be interpreted specially for the acupoints distributed on the same meridians or adjacent ones. It is suggested to emphasize the correlation of each acupoint with its adjacent ones from the perspective of the cultural connotation of acupoint names, and then, the differences and similarities in their clinical indications can be analyzed. Eventually, a new approach to the classroom teaching of Science of Meridians and Acupoints may be provided to guide the excavation of traditional cultural connotation and establish the cultural self-confidence and professional identity.

[Practical experience of virtual acupuncture and moxibustion teaching system in the operation teaching course of Acupuncture Sciences].

Started from the needs of clinical teaching and practice of acupuncture and moxibustion, based on the acupuncture Tongren education and assessment model, the virtual acupuncture teaching system was developed with the help of virtual reality (VR) technology, and applied to the course teaching of meridian and acupoint and needling and moxibustion method of Acupuncture Sciences. Compared with conventional teaching, this system can effectively improve practical operation test scores of students, meanwhile, it has higher interest, interactivity and helpfulness for knowledge learning, and improve independent learning ability, learning effect and memory depth, so student's satisfaction is higher.

[Review and thinking of fifth national clinical skill competition of acupuncture-moxibustion and tuina].

Through the review and summary of the 5th national clinical skill competition of acupuncture-moxibustion and tuina, it is recognized that the strict security of training, the concentrated training items, active competition of training and the diversity of training patterns are the keys of achievement. Besides, the suggestions are proposed in terms of tuina manipulations and the recitation content of classic in competition. It hopes that the competition greatly play its role in promoting learning, teaching and education construction.

A Tale of Two Teaching Methods: Students' Clinical Perspectives on Administering Dental Local Anesthetics.

Various preclinical methodologies have been adopted by dental and oral health programs to develop student competence in administering dental local anesthetics (LA). Student-to-student practice is the most common preclinical training method. However, manikin simulation models have been introduced to avoid possible complications and ethical concerns with student-to-student injections. In 2017, the methodology was changed in the Bachelor of Oral Health program at The University of Sydney School of Dentistry in Australia from student-to-student practice to manikin simulation models. The aim of this study was to compare the students' learning experience, perceived confidence, and anxiety in giving their first injections to patients in these two preclinical training methods. A mixed-methods cohort design was used to compare the 2016 (n = 42) and 2017 (n = 32) oral health students' experiences and perceptions and evaluate students' clinical experience after commencing LA practice on patients. Students completed a questionnaire about their perceived level of confidence and anxiety before and after their first LA to a child and an adult for both infiltration and inferior alveolar nerve b lock (IANB) injections. Focus groups were conducted to further investigate the students' experience. The results showed that the perceived confidence and anxiety of the two cohorts did not differ significantly from each other. Although students found it difficult to transition into clinical practice without having experienced LA themselves, the manikin simulation practice provided a safe learning platform that avoided ethical and legal concerns. These findings support the use of manikin simulation models as an alte rnative method for dental local anesthetic preclinical training.

[Exploration of new teaching mode of Science of Meridians and Acupoints based on three-dimensional practice platform].

The new teaching mode of Science of Meridians and Acupoints based on the practice platform was explored so as to promote the mutual benefits for both teaching and learning. As the basic course of acupuncture-moxibustion and tuina specialty, Science of Meridians and Acupoints is the core theoretical and practical course. Through the establishment of on-campus practice platforms, e.g. the Technique Association of Acupuncture-Moxibustion and Tuina, physical therapy room of acupuncture-moxibustion and tuina and the practical platform for promoting outside-campus medical service, in accordance with the teaching mode of "theory → practice → re-theory → re-practice", the class teaching of theory and the skill training were optimized, the three-dimensional practice platforms for teaching Science of Meridians and Acupoints was constructed, meaning "class teaching → on-campus practice → social service". This teaching mode motivates the enthusiasm of teaching and learning, improves the teaching quality of Science of Meridians and Acupoints, enhances the professional theoretical level as well as the clinical practice ability. Such teaching mode plays a positive role in the cultivation of talents of acupuncture-moxibustion and tuina.

[Exploration and practice of micro-video teaching of Characteristic Clinical Technology of Acupuncture and Moxibustion].

In this paper, the micro-video teaching mode was explored in the course construction of Characteristic Clinical Technology of Acupuncture and Moxibustion. The micro-video teaching contents include the academic thought, experience in diagnosis and treatment, characteristic technology and clinical manipulation of famous acupuncture experts in the Henan University of CM. Each micro-video film is designed within 15-18 min, including three sections of knowledge, i.e. basic theory, technological application and clinical manipulation. Each section is designed within 5-6 min. The construction of the teaching course of Characteristic Clinical Technology of Acupuncture and Moxibustion is the innovation of practice mode of TCM and the new approach to the inheritance of the experience of experts. The construction of micro-video teaching course propels the reform of teaching mode, improves the learning initiative of students and clinical manipulative ability so as to improve the teaching effect and quality.

Practical experience of virtual acupuncture and moxibustion teaching system in the operation teaching course of / 中国针灸

Started from the needs of clinical teaching and practice of acupuncture and moxibustion, based on the acupuncture education and assessment model, the virtual acupuncture teaching system was developed with the help of virtual reality (VR) technology, and applied to the course teaching of meridian and acupoint and needling and moxibustion method of . Compared with conventional teaching, this system can effectively improve practical operation test scores of students, meanwhile, it has higher interest, interactivity and helpfulness for knowledge learning, and improve independent learning ability, learning effect and memory depth, so student's satisfaction is higher.

Review and thinking of fifth national clinical skill competition of acupuncture-moxibustion and / 中国针灸

Through the review and summary of the 5th national clinical skill competition of acupuncture-moxibustion and , it is recognized that the strict security of training, the concentrated training items, active competition of training and the diversity of training patterns are the keys of achievement. Besides, the suggestions are proposed in terms of manipulations and the recitation content of classic in competition. It hopes that the competition greatly play its role in promoting learning, teaching and education construction.

Exploration of new teaching mode of based on three-dimensional practice platform / 中国针灸

The new teaching mode of based on the practice platform was explored so as to promote the mutual benefits for both teaching and learning. As the basic course of acupuncture-moxibustion and specialty, is the core theoretical and practical course. Through the establishment of on-campus practice platforms, e.g. the Technique Association of Acupuncture-Moxibustion and , physical therapy room of acupuncture-moxibustion and and the practical platform for promoting outside-campus medical service, in accordance with the teaching mode of "theory → practice → re-theory → re-practice", the class teaching of theory and the skill training were optimized, the three-dimensional practice platforms for teaching was constructed, meaning "class teaching → on-campus practice → social service". This teaching mode motivates the enthusiasm of teaching and learning, improves the teaching quality of , enhances the professional theoretical level as well as the clinical practice ability. Such teaching mode plays a positive role in the cultivation of talents of acupuncture-moxibustion and .

Exploration and practice of micro-video teaching of / 中国针灸

In this paper, the micro-video teaching mode was explored in the course construction of . The micro-video teaching contents include the academic thought, experience in diagnosis and treatment, characteristic technology and clinical manipulation of famous acupuncture experts in the Henan University of CM. Each micro-video film is designed within 15-18 min, including three sections of knowledge, i.e. basic theory, technological application and clinical manipulation. Each section is designed within 5-6 min. The construction of the teaching course of is the innovation of practice mode of TCM and the new approach to the inheritance of the experience of experts. The construction of micro-video teaching course propels the reform of teaching mode, improves the learning initiative of students and clinical manipulative ability so as to improve the teaching effect and quality.

[Application of the interaction teaching mode integrated with virtual anatomy platform in teaching Meridian and Acupoints].

OBJECTIVE: To observe the effect of the interaction teaching mode integrated with Visible Body virtual anatomy platform in teaching Meridian and Acupoints. METHODS: A total of 60 students in the class of 2017 in the discipline of acupuncture-moxibustion and tuina, Xiangnan University were recruited and randomized into an observation group and a control group, 30 students in each one. In the control group, the traditional practical teaching mode was used. In the observation group, the interaction teaching mode integrated with virtual anatomy platform was adopted. The teaching duration was 10 class hours in both groups. After accomplishing the teaching schedule, the practical examination was conducted in the localization of commonly-used acupoints, very useful acupoints and the dangerous acupoints as well as acupuncture manipulation techniques. Moreover, the degree of satisfaction was investigated among the students in the two groups and the self-learning ability was evaluated in 3-month follow-up visit. RESULTS: In the observation group, the scores for the localization and acupuncture manipulation of commonly-used acupoints, very useful acupoints and the dangerous acupoints, as well as the degree of satisfaction of the 3 items, i.e. interesting, interaction and leaning-assistance were all higher than those in the control group (P<0.05). The degree of satisfaction in the acceptance and leaning-participation, as well as the scores of self-learning ability in 3-month follow-up visit were not different statistically between the two groups (P>0.05). CONCLUSION: The interaction teaching mode integrated with virtual anatomy platform improves the effect on teaching Meridian and Acupoints and achieves the high student satisfaction.

Effect of goal orientation combined with plan-do-check-act cycle improvement on the professional teaching of critical care medicine / 中华医学教育探索杂志

Objective To investigate the promotional effect of the new teaching method of goal orientation combined with plan-do-check-act (PDCA) cyclic improvement on specialized medical knowledge and operation skills among physicians in critical care medicine.Methods A total of 84 physicians who received critical care medicine training in Department of Critical Care Medicine in Foshan Hospital of Traditional Chinese Medicine from January 2013 to December 2015 were selected,and according to the time of admission,they were divided into control group with 41 physicians and experimental group with 43 physicians.The physicians in the experimental group received the new teaching method of goal orientation combined with PDCA cyclic improvement,i.e.,the physicians started systematic learning according to the learning goals sent out by the teaching secretary,summarized problems during learning and looked for optimal solutions every week,and then continued learning in the next week through PDCA cyclic improvement.The physicians in the control group received traditional teaching combined with bedside teaching,but no learning goals were set for them.The two groups were compared in terms of theoretical examination scores,clinical operation skills,and results of the questionnaire survey.The t-test and Wilcoxon ranksum test were used for comparison of scores between the two groups by SPSS 18.0.Results Compared with the control group,the experimental group had significant increases in the scores of theoretical examination (91.50 ± 4.18 vs.87.80 ± 3.63) and operation skills (88.80± 3.34 vs.85.40 ± 2.88).The questionnaire survey showed that compared with the control group,the experimental group had a significantly higher degree of satisfaction,significantly greater learning interests,and significantly greater improvements in operation skills,clinical thinking ability,and self-confidence.Conclusion The new teaching method of goal orientation combined with PDCA cyclic improvement can stimulate learning interests,clarify learning goals,help physicians to master important and difficult issues,and thus improve their learning outcomes and scores in Department of Critical Care Medicine.

Application of the interaction teaching mode integrated with virtual anatomy platform in teaching / 中国针灸

OBJECTIVE@#To observe the effect of the interaction teaching mode integrated with Visible Body virtual anatomy platform in teaching .@*METHODS@#A total of 60 students in the class of 2017 in the discipline of acupuncture-moxibustion and , Xiangnan University were recruited and randomized into an observation group and a control group, 30 students in each one. In the control group, the traditional practical teaching mode was used. In the observation group, the interaction teaching mode integrated with virtual anatomy platform was adopted. The teaching duration was 10 class hours in both groups. After accomplishing the teaching schedule, the practical examination was conducted in the localization of commonly-used acupoints, very useful acupoints and the dangerous acupoints as well as acupuncture manipulation techniques. Moreover, the degree of satisfaction was investigated among the students in the two groups and the self-learning ability was evaluated in 3-month follow-up visit.@*RESULTS@#In the observation group, the scores for the localization and acupuncture manipulation of commonly-used acupoints, very useful acupoints and the dangerous acupoints, as well as the degree of satisfaction of the 3 items, i.e. interesting, interaction and leaning-assistance were all higher than those in the control group (0.05).@*CONCLUSION@#The interaction teaching mode integrated with virtual anatomy platform improves the effect on teaching and achieves the high student satisfaction.

Effect of goal orientation combined with plan-do-check-act cycle improvement on the professional teaching of critical care medicine / 中华医学教育探索杂志

Objective@#To investigate the promotional effect of the new teaching method of goal orientation combined with plan-do-check-act (PDCA) cyclic improvement on specialized medical knowledge and operation skills among physicians in critical care medicine.@*Methods@#A total of 84 physicians who received critical care medicine training in Department of Critical Care Medicine in Foshan Hospital of Traditional Chinese Medicine from January 2013 to December 2015 were selected, and according to the time of admission, they were divided into control group with 41 physicians and experimental group with 43 physicians. The physicians in the experimental group received the new teaching method of goal orientation combined with PDCA cyclic improvement, i.e., the physicians started systematic learning according to the learning goals sent out by the teaching secretary, summarized problems during learning and looked for optimal solutions every week, and then continued learning in the next week through PDCA cyclic improvement. The physicians in the control group received traditional teaching combined with bedside teaching, but no learning goals were set for them. The two groups were compared in terms of theoretical examination scores, clinical operation skills, and results of the questionnaire survey. The t-test and Wilcoxon ranksum test were used for comparison of scores between the two groups by SPSS 18.0.@*Results@#Compared with the control group, the experimental group had significant increases in the scores of theoretical examination (91.50±4.18 vs. 87.80±3.63) and operation skills (88.80±3.34 vs. 85.40±2.88). The questionnaire survey showed that compared with the control group, the experimental group had a significantly higher degree of satisfaction, significantly greater learning interests, and significantly greater improvements in operation skills, clinical thinking ability, and self-confidence.@*Conclusion@#The new teaching method of goal orientation combined with PDCA cyclic improvement can stimulate learning interests, clarify learning goals, help physicians to master important and difficult issues, and thus improve their learning outcomes and scores in Department of Critical Care Medicine.

[Teaching exploration and practice of research experiment of experimental curriculum in Principle and Application of Acupuncture-Moxibustion Equipment].

In order to improve students' ability of performing investigative study, promote practical teaching, optimize teaching philosophy and methods, we integrated the subject frontier dynamics and development achievements and knowledge into teaching content, the teaching exploration and practice of research experiment of experimental curriculum in Principle and Application of Acupuncture-Moxibustion Equipment was performed. The experimental curriculum was used as starting point. Before experimental teaching, the learning of knowledge was completed by theoretical study and key self-study points. During experimental teaching, experimental report and analysis report were completed by group collaboration. After experimental teaching, the research experiment was reported, analyzed and summarized by group discussion and presentation. With innovate, flexible and diverse teaching forms to guide the students to experience the process of "asking questions→conducting experiment→observation→recording→analysis→conclusion→verification of assumptions-discussion→reports", the ability of independent thinking and active investigation was improved; teaching level and teaching effectiveness were promoted.

Teaching exploration and practice of research experiment of experimental curriculum in / 中国针灸

In order to improve students' ability of performing investigative study, promote practical teaching, optimize teaching philosophy and methods, we integrated the subject frontier dynamics and development achievements and knowledge into teaching content, the teaching exploration and practice of research experiment of experimental curriculum in - was performed. The experimental curriculum was used as starting point. Before experimental teaching, the learning of knowledge was completed by theoretical study and key self-study points. During experimental teaching, experimental report and analysis report were completed by group collaboration. After experimental teaching, the research experiment was reported, analyzed and summarized by group discussion and presentation. With innovate, flexible and diverse teaching forms to guide the students to experience the process of "asking questions→conducting experiment→observation→recording→analysis→conclusion→verification of assumptions-discussion→reports", the ability of independent thinking and active investigation was improved; teaching level and teaching effectiveness were promoted.