“Problem - based learning” has become a teaching model widely used in medical undergraduate classroom teaching. In this model, the answers to questions, relevant facts or concepts are not presented directly by the lecturer. The complex questions raised by students are used as a tool to help students learn relevant concepts and principles. This paper discusses the teaching model based on “problem-based learning”, including “problem-based learning” combined with new technologies (new media, three-dimensional printing technology, wisdom teaching), and other teaching mode (case-based learning, lecture-based learning, etc.), as well as the progress in the application of these patterns in clinical teaching of undergraduate course, and analyzes its advantages and disadvantages, hoping to provide a reference for medical undergraduate teaching mode.
Objective To analyze the challenges and growth of the clinical medicine undergraduates who participated in the China Scholarship Council funded international research exchange program, to provide a basis for the policy formulation and management of the follow-up projects. MethodsClinical medicine undergraduates from West China School of Medicine, Sichuan University who participated in the China Scholarship Council funded international research exchange program from 2013 to 2019 were selected. The survey was conducted using a self-designed questionnaire. Results A total of 64 clinical medicine undergraduates were surveyed. The laboratory safety training rates in the United States, Canada, and China were 100.00% (34/34), 100.00% (30/30), and 70.31% (45/64), respectively. The laboratory technical training rates were 97.06% (33/34), 90% (27/30), and 43.75% (28/64), respectively. During the experimental process, clinical medicine undergraduates from the United States [94.12% (32/34)], Canada [93.33% (28/30)], and China [65.63% (42/64)] would seek assistance from relevant personnel. The difficulty (H=47.798, P<0.001) and convenience (H=30.135, P<0.001) of booking laboratory instruments and equipment vary among the three countries. There were no statistically significant difference in the frequency, form, and research direction sources of guidance from mentors (P＞0.05). Majority of students thought the experience was helpful for scientific research thinking (59 people) and experimental skills (52 people), with 23 people obtained research output. Despite encountering challenges in study (11 people), life (8 people), language (14 people), and culture (11 people), the experience had positive impact on hobbies (35 people), independent living ability (55 people), and self-confidence (41 people). The students also had developed an international perspective (61 people), improved English ability (59 people), and progressed self-learning ability (57 people). Conclusions By participating in international research exchange programs, undergraduates can enhance their comprehensive research ability. Although there may be problems and challenges during the adaptation process, it also brings growth and self-confidence at the same time.
ObjectiveTo explore if flipped classroom in the perspective of student-based education can improve clinical communication skills of student practical nurses in clinical practice. MethodsNursing undergraduate students who practised in a top-level comprehensive hospital between July 2014 and April 2015 were included in this study as the research subjects. Eighty-five student nurses were randomly divided into observation group (n=43) and control group (n=42). Students of the observation group participated in the flipped classroom in the perspective of student-based education, while students of the control group took routine clinical practice. The clinical communication skills of the students in the two groups before and after intervention were measured by using questionnaire survey. ResultsThere were significant improvement in verification experience, effective information delivery, patient problems identifying, listening acuity, harmonious relationship building and joint participation for students in the observation group (P < 0.05). ConclusionsFlipped classroom in the perspective of student-based education can effectively improve clinical communication skills for student practical nurses. It can be used as a method of communication ability training for undergraduate nursing students in clinical practice.
ObjectivesTo assess the effectiveness of BOPPPS method in teaching of evidence-based medicine for undergraduates.MethodsTwo classes from the first and second clinical medical college of Lanzhou University were randomly selected as BOPPPS group and traditional teaching group, respectively. The examination scores and questionnaire were used in combination to evaluate the teaching effectiveness. EpiData 3.1 software was used for data entry. SPSS 23.0 software was used for statistical analysis.ResultsA total of 25 students were in BOPPPS group and 26 in traditional teaching group. Baseline characteristics such as gender, age, participation in scientific researches, publication of articles were balanced between two groups. The score of the BOPPPS group was higher than that of the traditional teaching group, and there was a significant difference between two groups in evidence searching, evidence evaluation and total score (P<0.05). Compared with traditional teaching group, more students from BOPPPS group deem that study interest, learning initiative, problem analysis and solving capability, self-study capability, communication between teachers and students, information acquisition capability, information analysis and utilization capability, speech capability and so on are improved, and there was a significant difference between the two groups (P<0.05).ConclusionsThe BOPPPS teaching mode is beneficial for undergraduates to improve innovative and practical capability, and improve quality and effectiveness of evidence-based medicine teaching.