Improving Education About Breast Cancer for Medical Students in China

Zheng, Aiping; Yu, Xinmiao; Fan, Lijuan; Ma, Jinfei; Jin, Feng

doi:10.1007/s13187-019-01536-z

Cited by 6 publications

(6 citation statements)

References 14 publications

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“…The instructor uses the multi-media courseware to carry on the professional teaching, through the operation video and the picture and soon, it makes the student master the theory key points; after the course, the students need each to express oneself and the free discussion to solve the problems that the teacher left behind. (4). The instructor leads the interns to the ward for prac-tical study, including questioning of medical history, physical examination and relevant laboratory examination results.…”

Section: Methodsmentioning

confidence: 99%

“…In addition, in the teaching syllabus of breast surgery, there are less lectures and more contents, which brings various challenges to clinical teaching 3 . In the course of graduate student's internship, the traditional teaching model with the focus on theory teaching has some discontinuity between theory and practice, which is easy to lead to the loss of students' interest in study and the poor effect of internship 4 . Problem Based Learning (PBL), which is guided by problems and led by teaching with student-oriented, has been gradually developed in medical education and achieved good teaching results 5 , 6 .…”

Section: Introductionmentioning

confidence: 99%

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Study on effectiveness analysis of multi-media combined with PBL teaching in breast surgery

Zhang,

Guo,

Wang

et al. 2023

Afr H. Sci.

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Objective: To explore the effectiveness of multi-media combined with PBL teaching in breast surgery. Methods: 56 interns who came to our hospital for breast surgery from January 2019 to December 2020 were randomly divided into two groups: traditional teaching control group (n = 28) and multi-media PBL teaching observation group (n = 28). Two groups' theoretical knowledge, skill operation, teaching quality, student's evaluation and satisfaction with the teaching model were compared before ending the internship. Results: The total scores of breast examination, differential diagnosis, imaging reading, diagnosis and treatment scheme and total scores of the students in the observation group were higher than those of the students in the control group, and the total scores of body position, surgical site selection, disinfection and local anesthesia, surgical operation, postoperative treatment and clinical operation skills were also higher than those of the students in the control group (P < 0.05), but there was no significant difference between the two groups in medical history collection, professional knowledge and preoperative preparation (P > 0.05). The teaching quality of the students in the observation group was also significantly higher than that in the control group (P < 0.05). In addition, the students' satisfaction with the teaching method, the teaching effect and the overall satisfaction in the observation group were significantly higher than those in the control group (P < 0.05). Conclusion: Multi-media combined with PBL teaching can effectively improve students' professional knowledge theory level, operation skills, enhance students' enthusiasm and initiative, develop good clinical thinking habits, and have high teaching satisfaction. It is worthy of being popularized in the clinical teaching of breast surgery. Keywords: Multi-media; PBL; clinical teaching; breast surgery.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Study on effectiveness analysis of multi-media combined with PBL teaching in breast surgery

Zhang,

Guo,

Wang

et al. 2023

Afr H. Sci.

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“…In recent years, multiple novel teaching strategies, including problem-based learning (PBL),12 case-based learning (CBL),13 14 team-based learning (TBL),15 flipped classrooms (FC),16 simulation-based education (SBE)17 and bridge-in, objective, preassessment, participatory learning, postassessment and summary (BOPPPS),18 have been adopted by medical colleges and showed positive effects and higher acceptance for both teachers and students. These innovative teaching methods have been shown to be excellent in improving academic performance, subjective enthusiasm and integrated development of medical students.…”

Section: Introductionmentioning

confidence: 99%

Effects of six teaching strategies on medical students: protocol for a systematic review and network meta-analysis

Zhang,

Zhu,

Wang

et al. 2024

BMJ Open

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IntroductionMounting evidence has suggested that novel teaching strategies have a positive impact on the quality and efficiency of medical education. However, the comprehensive evidence about the superiority among various strategies is not clear. To address this issue, we aim to conduct a systematic review and network meta-analysis (NMA) to evaluate the effects of six main strategies on medical education, including case-based learning, problem-based learning, team-based learning, flipped classrooms, simulation-based education and bridge-in, objective, preassessment, participatory learning, postassessment and summary.Methods and analysisA systematic search will be conducted in PubMed, Embase, Web of Science and the Cochrane Library, covering studies published from database inception to November 2023. Randomised controlled trials which evaluated the different teaching methods and meet the eligibility criteria will be included. The effectiveness of medical students’ learning, which is evaluated by theoretical test score, experimental or practical test score, will be analysed as the primary outcomes. Besides, the secondary outcomes consist of learning satisfaction of students and formative evaluation score. The study selection and data extraction will be independently performed by two authors. The risk of bias in each study will be assessed using V.2 of the Cochrane risk-of-bias tool for randomised controlled trials. To compare the effects of six teaching strategies, pairwise meta-analysis and NMA will be performed using Rev Man, STATA and R software. Statistical analyses including homogeneity tests, sensitivity analysis, consistency tests, subgroup analysis, Egger’s test and publication bias will also be completed.Ethics and disseminationNo formal research ethics approval is required because this study is a meta-analysis based on published studies. The results will be disseminated to a peer-reviewed journal for publication.Protocol registration numberCRD42023456050.

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“…The management of breast diseases involves various clinical procedures that necessitate a solid foundation of theoretical knowledge and practical skills [3][4] .…”

Section: Introductionmentioning

confidence: 99%

Application of flipped classroom combined with PBL teaching method in breast surgery teaching

Guo,

Wang,

et al. 2023

Preprint

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Construct: Effectiveness of problem-based learning (PBL) combined with flipped classroom in breast surgery practical training. Findings: The experimental group, which received PBL combined with flipped classroom teaching, demonstrated significantly superior results in subjective evaluations, theoretical examination scores, practical examination scores, and learning indicators compared to the control group (P < 0.05). Conclusions: The combination of PBL and flipped classroom teaching methods not only heightens students' enthusiasm for learning but also bolsters their self-learning capability, problem-solving skills, teamwork ability, and facilitates the effective assimilation of theoretical knowledge and practical skills in breast surgery for clinical medical students.

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Improving Education About Breast Cancer for Medical Students in China

Cited by 6 publications

References 14 publications

Study on effectiveness analysis of multi-media combined with PBL teaching in breast surgery

Study on effectiveness analysis of multi-media combined with PBL teaching in breast surgery

Effects of six teaching strategies on medical students: protocol for a systematic review and network meta-analysis

Application of flipped classroom combined with PBL teaching method in breast surgery teaching

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