Objective To explore the application and effects of Seminar case teaching method in teaching surgical nursing. Methods Nursing students of the Yiyang Junior Medical College were divided into two groups (140 students/group). Seminar case teaching was applied in the trial group, while traditional teaching method (classroom teaching or instruction) was applied in the control group. The two groups used the same materials, and were taught by the same teacher team during the same course. After the courses, surgical knowledge and skills were evaluated using theory exams and operation tests (tools included communication ability scale as well as the California Critical Thinking Dispositions Inventory Scale for students’ ability and quality levels, and an anonymous questionnaire for teaching satisfaction) were analyzed between the two groups. Results The scores of the trial group were higher than those of the control group in theory exams and operation tests, with a significant difference (Plt;0.01). The before-after score differences of communication skills and critical thinking ability of the trial group were also higher than those of the control group, with a significant difference (Plt;0.01). The result of the anonymous questionnaire showed that, the students in the trial group had better satisfaction about Seminar case teaching method. Conclusion Seminar case teaching method applied in surgical nursing teaching is feasible and effective, which is better than traditional teaching method in improving knowledge, ability, and quality of nursing students.
Objective To explore teaching effects of case-based learning (CBL) in abdominal physical examination in diagnostics. Methods Among 83 undergraduates in grade 2007 and in major of 8-year clinical medicine were randomly divided into two groups. Under the same conditions, 41 in the CBL group were taught with CBL method, while the other 42 in the control group were taught with traditional teaching method. Their scores in standard patient (SP) practice assessment of abdominal physical examination, examination of abnormal abdominal signs, ability to analyze and write medical records, and right answers to abdominal examination in final exam were compared. Meanwhile, questionnaire surveys were distributed to them after class. Results There was no significant difference between the two groups in the scores of SP practice assessment or medical record writing and analyzing, but the CBL group was obviously superior to the control group in the tests of abnormal abdominal signs and the right answers to abdominal examination in final exam (Plt;0.05). The questionnaire surveys revealed that the CBL group obviously scored higher in the following 3 items: increase the learning interest and commitment, strengthen the ability to analyze and solve problems, and improve the ability to combine theory and practice (Plt;0.05). Conclusion CBL method has an obvious advantage to improve the teaching quality in abdominal physical examination in diagnostics.
ObjectiveTo explore the teaching effects of case-based learning (CBL) as an educational strategy in digestive diseases module teaching. MethodsSixty-three oral and dental medical senior students were randomly divided into two groups during February to June 2012. Among them, 31 students were enrolled in the CBL group accepting CBL teaching method based on certain cases, while the other 32 students were designated into the control group receiving traditional teaching method. Their scores in practice skill examination, analytical ability of medical records, module test scores and behavior observation results were compared. Questionnaire survey was performed for students in the CBL group. ResultsThere were no significant difference in scores of clinical practice skill examination and behavior observation results between the two groups (P>0.05). Students in the CBL group did significantly better in case analysis and module test scores (P<0.05). Questionnaire survey revealed that CBL method could significantly improve the learning interest, cultivate the ability to combine theory and practice, strengthen analytical skills and promote problem-solving abilities. The students were generally satisfied with the CBL teaching method. ConclusionCBL method has an obvious advantage in digestive diseases teaching.
ObjectiveTo explore the effect of case-based learning combined with scenario exercise on nosocomial infection prevention and control training.MethodsClinical nursing students who entered the Department of Western & Traditional Chinese Medicine between September 2018 and November 2019 were selected. These students entered in groups. According to the entry number, the groups were divided into trial group and control group by odd or even numbers. The two groups of nursing students were trained by the infection prevention and control nursing group of the department to prevent nosocomial infection on the first day of entering the department. The trial group adopted case-based learning combined with scenario exercise, while the control group adopted traditional lecture-based learning. The two groups were compared by hand hygiene compliance rate, hand hygiene accuracy rate, clinical waste classification and disposal accuracy rate, occupational exposure, nosocomial infection prevention and control assessment scores, and teaching method satisfaction.ResultsA total of 63 nursing students from 10 groups were enrolled. There were 32 students from 5 groups in the control group and 31 students from 5 groups in the trial group. The hand hygiene compliance rate (χ2=8.434, P=0.004), clinical waste classification and disposal accuracy rate (χ2=4.196, P=0.041), nosocomial infection prevention and control assessment scores (t=3.145, P=0.003) and satisfaction scores of teaching methods (t=2.446, P=0.017) in the trial group were all higher than those in the control group. There was no occupational exposure in the trial group, but 1 case in the control group. The correct hand hygiene rates of the two groups were both 100%.ConclusionCase-based learning combined with scenario exercise can effectively improve the awareness of nosocomial infection prevention and control, improve the knowledge and skills of nosocomial infection prevention and control, improve the effectiveness of nosocomial infection prevention and control training, and increase the satisfaction of clinical teaching.
Objective To explore the teaching ability of the neurology refresher doctors by case teaching method combined with flipped classroom teaching mode. Methods The refresher doctors who were studying in the infection group of Department of Neurology, Xuanwu Hospital Capital Medical University between March 2019 and September 2020 were selected. According to the time of admission, the enrolled refresher doctors were divided into control group (grade 2019) and observation group (grade 2020). The control group adopted the traditional teaching mode, and the observation group adopted the case teaching method combined with the flipped classroom teaching mode. A self-designed questionnaire was used to compare the teaching ability of the two groups of refresher doctors. Results A total of 44 refresher doctors were included. Among them, there were 24 refresher doctors in the control group and 20 refresher doctors in the observation group. The self-evaluation of the teaching ability of the two groups of refresher doctors and the evaluation of their teaching ability by the teachers showed that, except for the item “enthusiasm for teaching and willingness to spend enough time to participate in the evaluation of teaching work” of humanistic quality (P>0.05), the observation group was better than the control group in professional knowledge, teaching ability, teaching methods and humanistic quality (P<0.05). Conclusions Through the case teaching method combined with flipped classroom teaching mode, the teaching ability of refresher doctors can be cultivated, which is helpful for training more high-quality doctors for the country and promoting the sustainable and coordinated development of medical education. However, the awareness and enthusiasm of the refresher doctors to teaching work need to be improved.