Effects of Exploratory and Heuristic Multi-methods on System-oriented Curricula Based on Clinical Scenarios

Lu, Chun-ting; Huang, Si-Min; Li, Zejian; Lin, Feng; Yang, Jing

doi:10.5430/ijhe.v6n6p55

Cited by 4 publications

(2 citation statements)

References 12 publications

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“…The respiratory, cardiovascular, and urinary systems and their common disorders were introduced, and students were guided to discuss and practice to increase their clinical thinking abilities. The effectiveness and implementation of this approach should be further analyzed and improved (Lu, Huang, Li, Feng, & Yang, 2017).…”

Section: The Changing Characteristics Of Evaluation Scores Among the mentioning

confidence: 99%

Integrating Simulation Scenarios and Clinical Practices Guided by Concepts of Translational Medicine

Yang¹,

Huang²,

Li³

et al. 2018

IJHE

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Purpose: To develop a novel method for closely and effectively integrating simulation scenarios and clinical practices to improve clinical skills training in the concepts of translational medicine.Methods: Forty-two and 38 third-year medical students in the classes of 2010 and 2009 at Jinan University were selected as an observation group and a control group, respectively. The former group was taught according to a new, integrated mode, while the latter received traditional methods. Students' scores on practical tests in physical examination, internal punctures, and case analysis; theory-based exams on diagnostics and internal medicine; and questionnaire surveys were compared and analyzed. In addition, system-oriented curricula were explored and implemented.Results: A novel mode that closely and effectively integrates theory and practice in the observation group had been established although there were no statistically significant difference (P>0.05) between Grade 2010 and Grade 2009 in clinical basic skills training scores. However, there were statistically significant differences (P<0.05) in scores on practical tests of physical examination and internal punctures among the diagnostic, internal medicine and internship periods in the class of 2010 but no statistically significant difference (P>0.05) in case analysis scores. Therefore, system-oriented curricula were initially designed and explored in excellent students from Grade 2010 to reinforce clinical thinking. Conclusion:The novel program integrating simulation scenarios and clinical situations for training students in diagnostics and internal medicine skills can improve medical students' clinical comprehensive abilities and achieve effects that are similar to those of the traditional method. This program is more popular with students and ensures patient safety as well. In addition, different characteristics of clinical skills training have been compared for the further exporation of system-oriented curricula.

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Section: The Changing Characteristics Of Evaluation Scores Among the mentioning

confidence: 99%

Integrating Simulation Scenarios and Clinical Practices Guided by Concepts of Translational Medicine

Yang¹,

Huang²,

Li³

et al. 2018

IJHE

Self Cite

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“…Through this training, the residents were also able to address critical patients in a safe and controlled environment that strengthened their knowledge and improved their ability to solve problems. In addition, this programme could increase team work, cooperation and communication abilities (Lu, Huang, Li, Feng, & Yang, 2017). Therefore, the trainees were repeatedly reminded to strengthen their skills through more practice and improvements in the future training ISSN In the 2014 cohort, the case analysis tests on the graduation examination began with a history inquiry that introduced the clinical problems and common symptoms of that case.…”

Section: In View Of the Problems The Training Of Basic Clinical Skilmentioning

confidence: 99%

Reflection on and Exploration of a Standardized Resident Training Programme Based on a Comprehensive Examination of Clinical Skills

Yang¹,

Lu²,

Wang³

et al. 2018

IRHE

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To identify the optimal clinical skills training programme for internal medicine residents by reflecting upon and analysing the usual training plan and arrangement, and practical tests according to the national standardized resident training policies and requirements. The 3-year-rotation and training plan of the 2013 and 2014 internal medicine resident cohorts, the basic skills and case analysis scores on the basic entrance examination and final graduation examination were reflected, summarized and compared with the ultimate purpose of evaluating standardized resident training. This knowledge was used to perfect a competency-oriented training system that integrated clinical theory, clinical scenarios, clinical skills, bedside teaching, learning, etc. After a 3-year programme of standardized training, the residents' clinical skills were significantly improved. Statistically significant enhancements (P<0.05) were observed in the case analysis and clinical skills test scores between the basic entrance and graduation examinations of the trainees in both the 2013 and 2014 cohorts. No significant differences (P>0.05) were observed between the trainees in the 2013 and 2014 cohorts in their graduation scores on the clinical skills and case analysis tests, suggesting that both cohorts achieved the same level of mastery and reached the standardized training target, which also reflected the homogeneity of the residency training programme. While this study indicated that the training method was effective, exploring better models in the future is warranted. In conclusion, as a national policy, continuously incorporating reflection and exploration is necessary for designing a reasonable programme for standardized resident training. In this study, analysis of the basic entrance and graduation examinations of comprehensive clinical skills were important for developing an effective standardized resident training programme and training team with satisfactory teaching effects. By this way, implementing and starting new training methods gradually will be improved and especially carried out from 2015 cohorts. Therefore, the residents' clinical competence will be enhanced and also for undergraduates' and postgraduates' education as well. At last, the national education criteria for residency will be met.

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Exploration of experimental teaching mode based on immunology combined with the medical laboratory profession

Liu¹,

Fu²,

Fu³

2021

2021 4th International Conference on Information Systems and Computer Aided Education

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Effects of Exploratory and Heuristic Multi-methods on System-oriented Curricula Based on Clinical Scenarios

Cited by 4 publications

References 12 publications

Integrating Simulation Scenarios and Clinical Practices Guided by Concepts of Translational Medicine

Integrating Simulation Scenarios and Clinical Practices Guided by Concepts of Translational Medicine

Reflection on and Exploration of a Standardized Resident Training Programme Based on a Comprehensive Examination of Clinical Skills

Exploration of experimental teaching mode based on immunology combined with the medical laboratory profession

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