Application of workshop combined with diversified teaching mode in undergraduate general practice_West China Medical Journal

Authors：

CHEN Yi , LI Xiaoli ,  CAI Wenwei

Department of General Medicine, Shanghai Ninth People’s Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai 201900, P. R. China;

Corresponding author：

CAI Wenwei, Email: di92421760@163.com

Keywords：

Undergraduate; general medicine; teaching; workshop; diversified

DOI：

10.7507/1002-0179.202310225

Video：

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Objective To explore the role of using a workshop combined with diversified teaching model in undergraduate general practice. Methods Undergraduate students who enrolled in the Class 2022 general medicine course of Shanghai Jiao Tong University School of Medicine were selected between February and June 2023. Two classes were selected from undergraduate students who enrolled in the Class 2022 general medicine course using a simple random sampling method. One class was selected as the control group (using the workshop teaching mode), while the other class was selected as the experimental group (using the workshop combined with diversified teaching mode). The evaluation of teaching effect, teaching satisfaction, career intention and final scores of the control group and the experimental group were compared. Results A total of 120 students were included, with 60 students in each group. There was no statistically significant difference in the gender, age, and previous general medicine course exam scores between the two groups (P>0.05). The evaluation of teaching effect by the experimental group was higher than that of the control group (P<0.05). The teaching satisfaction scores of the experimental group on teaching atmosphere (85.16±9.44 vs. 81.65±8.15), teaching mode (86.30±9.12 vs. 79.27±9.33), and teaching management (84.20±7.05 vs. 80.10±7.15) were higher than those of the control group (P<0.05). The experimental group had a higher career intention than the control group (45 vs. 32 people; χ²=6.125, P=0.013). The theoretical course scores (71.77±7.10 vs. 66.14±7.45), internship scores (10.32±3.34 vs. 8.58±2.56), and total scores (82.09±9.36 vs. 74.58±8.45) of the experimental group were higher than those of the control group (P<0.05). Conclusion The application of workshop combined with diversified teaching mode in undergraduate general medicine course teaching can improve students’ evaluation of teaching effect, teaching satisfaction and final scores, as well as change students’ career intention.

Citation： CHEN Yi, LI Xiaoli, CAI Wenwei. Application of workshop combined with diversified teaching mode in undergraduate general practice. West China Medical Journal, 2024, 39(6): 949-954. doi: 10.7507/1002-0179.202310225 Copy

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3.	柯红红. 英国全科医学培训核心能力和问诊模式对诊断学问诊教学的启发. 广西医学, 2022, 44(1): 121-124.
4.	尤丛蕾, 姚弥, 齐建光. 全科医学师资对全科医学继续教育现状看法的定性研究. 中国全科医学, 2021, 24(34): 4364-4371.
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6.	朴光春, 金莉莉, 元海丹. 多元化教学模式在《临床药理学》药学硕士专业研究生教学中的应用. 时珍国医国药, 2022, 33(6): 1446-1447.
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10.	李芳健, 纪泽泉, 叶慧玲, 等. 近 30 年广东省全科医学教育发展历程与发展现况研究. 中国全科医学, 2023, 26(31): 3915-3921.
11.	安康, 张林, 毛婷睿, 等. 卓越全科医学专科医师规范化培训方案的探索与实践. 四川大学学报(医学版), 2022, 53(3): 431-436.
12.	苗艳飞, 张秀梅, 刘彦梅, 等. 教学查房工作坊在临床教师带教能力培养中的应用研究. 中华医学教育探索杂志, 2022, 21(5): 530-533.
13.	牛林艳, 张弘强, 马腾, 等. 任务驱动式小组工作坊学习在蒙医护理专业本科生《护理教育学》课程中的效果评价. 中国实用护理杂志, 2022, 38(9): 675-680.
14.	朱本伟, 熊强, 姚忠, 等. 研究生课程"酶工程"多元化教学改革的探索与思考. 微生物学通报, 2021, 48(1): 318-324.
15.	牛颖梅, 夏玉静. 中毒医学多元化教学模式探讨. 中国病案, 2022, 23(8): 59-61.
16.	李金芝, 白洁, 刘敏, 等. 基于临床案例的多元化教学模式在妇产科护理学教学中的应用. 蚌埠医学院学报, 2021, 46(12): 1796-1799.
17.	孙毓, 郭冬玲. 教学工作坊在医学生技能操作培训中的效果评价. 内蒙古医科大学学报, 2021, 43(S2): 18-20.
18.	庞雪蕊, 赵玲琍, 刘峰, 等. 《全科医学概论》线上线下混合式教学模式构建研究. 中华全科医学, 2023, 21(3): 498-501.

1. Adio BD, Ahmad S, Motizada BK, et al. Enhancing the perspective of general practice in medical education. Clin Teach, 2021, 18(3): 217-218.
2. Hoang J, Mattick K, Baumfield V. Typologies of education and training pathways for general practitioners: a scoping review. Educ Prim Care. 2021, 32(2): 78-84.
3. 柯红红. 英国全科医学培训核心能力和问诊模式对诊断学问诊教学的启发. 广西医学, 2022, 44(1): 121-124.
4. 尤丛蕾, 姚弥, 齐建光. 全科医学师资对全科医学继续教育现状看法的定性研究. 中国全科医学, 2021, 24(34): 4364-4371.
5. 郭均栋. 职业教育"双师"创客工作坊教学模式探究. 教育与职业, 2021, 104(13): 97-101.
6. 朴光春, 金莉莉, 元海丹. 多元化教学模式在《临床药理学》药学硕士专业研究生教学中的应用. 时珍国医国药, 2022, 33(6): 1446-1447.
7. Grierson L, Vanstone M. The rich potential for education research in family medicine and general practice. Adv Health Sci Educ Theory Pract, 2021, 26(2): 753-763.
8. Valentini J, Klocke C, Güthlin C, et al. Integration of complementary and integrative medicine competencies in general practice postgraduate education-development of a novel competency catalogue in Germany. BMC Complement Med Ther, 2021, 21(1): 250.
9. 高金霞, 李秀元, 孙立新, 等. 健康中国视域下全科医学专业以提升执业能力为导向的预防医学教育探索. 现代预防医学, 2022, 49(5): 951-955.
10. 李芳健, 纪泽泉, 叶慧玲, 等. 近 30 年广东省全科医学教育发展历程与发展现况研究. 中国全科医学, 2023, 26(31): 3915-3921.
11. 安康, 张林, 毛婷睿, 等. 卓越全科医学专科医师规范化培训方案的探索与实践. 四川大学学报(医学版), 2022, 53(3): 431-436.
12. 苗艳飞, 张秀梅, 刘彦梅, 等. 教学查房工作坊在临床教师带教能力培养中的应用研究. 中华医学教育探索杂志, 2022, 21(5): 530-533.
13. 牛林艳, 张弘强, 马腾, 等. 任务驱动式小组工作坊学习在蒙医护理专业本科生《护理教育学》课程中的效果评价. 中国实用护理杂志, 2022, 38(9): 675-680.
14. 朱本伟, 熊强, 姚忠, 等. 研究生课程"酶工程"多元化教学改革的探索与思考. 微生物学通报, 2021, 48(1): 318-324.
15. 牛颖梅, 夏玉静. 中毒医学多元化教学模式探讨. 中国病案, 2022, 23(8): 59-61.
16. 李金芝, 白洁, 刘敏, 等. 基于临床案例的多元化教学模式在妇产科护理学教学中的应用. 蚌埠医学院学报, 2021, 46(12): 1796-1799.
17. 孙毓, 郭冬玲. 教学工作坊在医学生技能操作培训中的效果评价. 内蒙古医科大学学报, 2021, 43(S2): 18-20.
18. 庞雪蕊, 赵玲琍, 刘峰, 等. 《全科医学概论》线上线下混合式教学模式构建研究. 中华全科医学, 2023, 21(3): 498-501.

West China Medical Journal

Application of workshop combined with diversified teaching mode in undergraduate general practice

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