Under the background of western learning spreading to the east, Chinese medicine began the process of modernization. The following is my undergraduate medical graduation thesis for your reference.
Fan: The application effect of problem-based teaching method in clinical medicine Objective: To evaluate the application effect of problem-based teaching method (PBL) in clinical teaching of Zhengzhou University. Methods: 354 clinical medical students of grade 20XX in Zhengzhou University were randomly divided into two groups, PBL teaching and LBL teaching respectively, and the teaching effects of the two teaching methods were compared. Results: P< students' final theoretical examination scores and comprehensive ability were significantly improved, and the difference was statistically significant (P
Key words: problem teaching method; Clinical medicine; higher education
At present, in the teaching process of medical colleges and universities in China, most of the teaching is still based on the traditional teaching model (LBL), that is, teachers are the center and students are the main body. Clinical medical students passively accept knowledge, and their interest in learning is not easy to improve. Because clinical medicine is theoretical, practical and applied, this passive education mode of one-way transmission and rote memorization can not stimulate medical students' interest in learning and exercise their clinical thinking. How to cultivate and strengthen the active learning ability of medical students has become the primary problem of modern medical education. Problem-based learning (PBL) originated in the 1920s, and it is an open, inquiry-based learning mode centered on problems. This is a relatively new teaching method in the world. The main methods to implement this model are questioning-collecting materials-group discussion-classroom discussion-teacher summary. This method focuses on students and emphasizes the importance of clinical problems in the teaching process. Through targeted discussion of clinical problems, we can improve the initiative of medical students, stimulate their enthusiasm and interest in learning, and cultivate their clinical thinking, thus solving the problem of one-way transmission of medical students' learning. The Department of Clinical Medicine of Zhengzhou University introduced this teaching method in 2006. After several years of exploration, a set of problem-based teaching methods with the characteristics of our school has gradually formed. Although PBL has been widely used in various fields and achieved considerable benefits, there is no objective evaluation index for clinical medical students in higher education, but whether PBL teaching method has achieved the expected results. Therefore, the purpose of this study is to evaluate the effect of problem-based PBL teaching mode in undergraduate teaching and the effect of this teaching mode in 20XX undergraduate teaching of clinical medicine in Zhengzhou University through objective investigation, so as to provide scientific basis for the wide popularization and application of PBL teaching method.
1 objects and methods
1. 1 research object
354 five-year students majoring in 20XX clinical medicine in Zhengzhou University were selected. The class was divided into two groups, 32 students in the experimental group accepted the problem-based teaching method (PBL group) and 322 students in the control group accepted the traditional teaching method (LBL group). There was no statistical difference in age and sex between the two groups (P & gt0.05).
1.2 research methods
1.2. 1 experimental design
The academic system of clinical medicine in our school is 5 years. All medical students receive all clinical professional courses. The control group adopts traditional teaching methods according to the requirements of our college syllabus. The experimental group adopts PBL teaching method, and the specific methods are as follows: combining traditional teaching with problem-based teaching. Traditional teaching focuses on systematically explaining theoretical knowledge, while problem-based teaching focuses on students' discussion. Before class, teachers design cases and send them to students for self-study. Teachers guide students to discuss and analyze cases in class.
1.2.2 observation index
(1) Final theoretical examination results: Two groups of medical theoretical examinations use the same paper. The scores are all 100%, including all professional courses of clinical medicine for 5 years, including obstetrics and gynecology, pediatrics, surgery, geriatrics, internal medicine, neurology and infectious diseases.
(2) Effect evaluation: self-made questionnaire on clinical medical teaching effect mainly includes: ① Comprehensive ability evaluation: understanding and mastering theoretical knowledge, improving learning interest and initiative, self-study ability, etc. Each project includes four options: significant effect, effective, general and invalid; The first two definitions are "effective"; 2 whether to take the postgraduate entrance examination. Fill in the questionnaire anonymously. The above two teaching modes are evaluated objectively and subjectively. 1.3 statistical methods According to the different types of observation index data, SPSS 17.0 was used for statistical analysis. Chi-square test was used for counting data, X±SD was used for measuring data, and T test was used, with statistical significance (P < 0.05). Inspection level =0.05.
Two results
Basic information: * * 32 people in PBL group were investigated, and 29 valid questionnaires were collected, with an effective rate of 90.63%; A total of 354 people were investigated in LBL group, and 293 valid questionnaires were collected, with an effective rate of 82.77%.
2. 1 final theoretical examination results
The final theoretical examination subjects include: obstetrics and gynecology, pediatrics, surgery, geriatrics, internal medicine, neurology, infectious diseases; The test results show that compared with LBL group, students in P< group have higher test scores in all subjects, and there are statistical differences between the two groups in obstetrics and gynecology, pediatrics, surgery, geriatrics, internal medicine, neurology and epidemiology (P
2.2 Effect evaluation
2.2. 1 Postgraduate Entrance Examination Rate
In terms of postgraduate entrance examination rate, the P< group is 865,438+0.3%, and the LBL group is 765,438+0.65,438+0%. There was no significant difference between the two groups (P < 0.05).
2.2.2 Comprehensive ability evaluation
Generally speaking, most students in the PBL group are satisfied with the PBL teaching method and can adapt quickly. Compared with the traditional teaching method, the students in the experimental group think that PBL teaching has more advantages in collecting documents, cultivating self-study ability, establishing correct clinical thinking mode, cultivating team writing ability and improving language expression ability, but there is little difference in improving learning efficiency and enthusiasm, and there is a disadvantage in mastering basic theoretical knowledge (Table 2).
3 discussion
At present, medical colleges in China still adopt the traditional teaching mode, which is beneficial for teachers to impart knowledge to students efficiently and accurately, and greatly saves educational resources. This teaching method is still irreplaceable by other teaching methods. However, for medical students, paying too much attention to the importance of knowledge and neglecting the cultivation of students' comprehensive quality is not conducive to their adaptation to clinical work in the future. (2) PBL teaching puts medical students in clinical problems, which is conducive to mobilizing their enthusiasm, initiative and creativity, changing their way of thinking, helping students to think independently, combining theory with clinic, using knowledge flexibly, strengthening their interpersonal skills and oral expression skills, promoting students to use and consolidate what they have learned and cultivating their comprehensive application ability. (3) After several years of exploration, the Department of Clinical Medicine of Zhengzhou University has formed a set of PBL teaching method with problem-based teaching as the main body and theoretical knowledge as the supplement. However, PBL teaching in China is still in the initial and exploratory stage, and there are still some shortcomings in the specific implementation process. For example, students generally report that they lack comprehensive knowledge due to the decrease of teachers' cross talk, which still requires teachers to increase the coverage of knowledge in future courses and problem setting, and try to reduce the depth of students' knowledge with LBL teaching method. Through the questionnaire survey of PBL group, the analysis of test scores and postgraduate entrance examination rate of the two groups, PBL teaching method shows certain advantages in mobilizing students' learning enthusiasm, improving team cooperation consciousness and expression ability, and is suitable for popularization in clinical medical undergraduate teaching.
To annotate ...
① Yu. Comprehensive application of LBL, PBL and TBL teaching methods in medical teaching. Higher medical education in China, 2011(5):100-102.
② Prince, K.J.A.H, Eijs, P.W.L.J.V, Bo Shuizeng, etc. , comprehensive ability based on problem learning (PBL) and non-PBL graduates. Medical Education, 2005.39(4):394-40 1.
(3) Tian Jinhui, Liu Aiping, Shen Xiping. Effect evaluation of PBL teaching method in evidence-based medicine teaching. China journal of evidence-based medicine, 2011(1): 39-43.
Fan Wener: Reflections on the Training of Postgraduates with Clinical Medical Degrees Abstract Under the current standardized training mode of residents and the "dual-track integration" training mode, the clinical thinking and skills of postgraduates have been strengthened, but their scientific research ability and thesis writing ability have been weakened, and humanistic spirit and medical ethics education have not been paid enough attention. Years of practice have made us realize that departments and colleges play a vital role in cultivating the comprehensive quality of graduate students, especially the cultivation of humanistic morality, which determines the quality of graduate students to a certain extent, and the cultivation of graduate students can promote the construction and development of departments and colleges, and the two complement each other.
Clinical professional degree; Graduate students; Clinical department
From 65438 to 0998, China began to pilot postgraduate education in clinical medicine and trained a large number of high-level talents. With the advancement of China's medical and health system reform and medical degree education reform, in order to improve China's medical personnel training system, the Opinions of Central the State Council on Deepening the Reform of Medical and Health System in 2009 clearly put forward "establishing a standardized training system for residents". Under this background, in recent years, the medical education department has carried out the "dual-track integration" training mode of standardized training of residents and clinical medical degree graduates. Although the clinical thinking and skills of clinical professional degree graduates have been strengthened under this model, their scientific research ability and thesis writing ability have been weakened, and the education of humanistic spirit and medical ethics has not been paid enough attention [1-2]. In the practice of postgraduate training, we deeply realize that giving full play to the role of departments in postgraduate training plays an important role in the overall improvement of postgraduate quality, and can achieve a win-win situation in promoting the construction and development of departments, which is also the only way for the construction of departments.
1 raise awareness and take postgraduate training as an important work in department construction.
1. 1 Improve the academic structure of medical staff.
Postgraduate education is an important way of continuing education for medical staff. Especially in the south building of our hospital, the medical task is heavy, and medical staff are eager to improve the level of medical scientific research and improve their own quality. The implementation of postgraduate education can alleviate the prominent contradictions in this respect and lay a good foundation for cultivating high-quality health care talents and improving their theoretical level and scientific research quality. Taking the Department of Gastroenterology in the South Building of our hospital as an example, after years of unremitting efforts, through postgraduate education, the talent structure of the department has been improved, the talent gap has been alleviated, the horizons of medical staff engaged in medical care have been broadened, and it is helpful to transform what they have learned into practical clinical work ability. At present, 66.7% of the doctors with intermediate or above titles in our department have obtained doctoral degrees, and 100% have obtained graduate degrees.
1.2 postgraduate degree programs are closely integrated with the development direction of departments and disciplines.
In order to make the degree thesis completed by graduate students consistent with the specific plan of department construction, and to promote the discipline construction and development of departments through training graduate students. When selecting topics for graduate students' scientific research, we attach importance to the close combination of topics with the clinical practice of senile digestive system diseases and scientific research projects undertaken by departments, and require graduate students to highlight the innovation of topics on the basis of consulting a large number of documents. Actively adopt advanced molecular biology technology and bioinformatics technology to complete the dissertation. With the solidarity and cooperation of all, the geriatric digestive laboratory has applied advanced technologies and methods to carry out research work, such as preparing antibodies, purifying and identifying protein, extracting plasmids, and culturing cells. It not only ensures the completion of the degree program, but also lays the foundation for the department to obtain high-level scientific research projects and strive for high-level scientific and technological achievements. It has successively won a number of key military projects and national natural fund projects, which has promoted the future development of this department.
1.3 always adhere to the overall situation consciousness.
Tutors in the department can communicate with each other, take the initiative to negotiate and keep pace with each other in the aspects of postgraduate topic selection, subject demonstration, experimental steps, thesis writing and clinical practice. Create an atmosphere that not only attaches importance to unity and harmony, but also adheres to the strict requirements for graduate students and the scientific attitude of seeking truth from facts in scientific research, so as to ensure the smooth realization of postgraduate training objectives. Mutual trust is the basis of doing a good job in graduate work. The old experts in the department have played an exemplary role in this respect, and they respect the opinions of the department on postgraduate training. All departments also actively coordinate and help solve the difficulties and problems encountered by graduate students in the process of completing the project, so as to ensure the synchronous development of postgraduate training and departmental construction. The practice of postgraduate education makes us deeply realize that unity is strength, and always adhering to the overall situation consciousness is the key to the development of colleges and departments.
2. Create conditions for graduate students to complete high-quality scientific research projects.
The clinical department of the south building of our hospital undertakes heavy clinical medical tasks. In this case, the development of clinical departments, especially the completion of scientific research projects, needs graduate students to complete to a great extent. They are the main force of scientific research. Therefore, the success of graduate experimental work is not only related to the completion of graduate thesis, but also directly related to the scientific research work and discipline development of the whole department. From this height, departments should truly understand and help graduate students complete their dissertations, and take the difficulties they encounter in the experiment as a major event to solve. In order to meet the needs of graduate degree research, in recent years, with the support of the clinical department of Nanlou and the Institute of Geriatrics, and through the joint efforts of various departments, the Geriatric Digestion Laboratory of our hospital has successively purchased experimental equipment such as carbon dioxide incubator, low-temperature refrigerator and high-speed low-temperature centrifuge, which has created good conditions for the cultivation of graduate students. If some experimental equipment is needed, the department can't solve it, and actively coordinate with other laboratories to ensure the smooth progress of the experimental work. This department not only provides good experimental conditions for graduate students to complete scientific research papers, but also attracts graduate students from other departments to do experiments in our department. Through the continuous training of graduate students, not only the research direction of the department is further clear and stable, but also the overall academic level of the department is really improved through scientific research with certain depth and difficulty.
3. Pay attention to the cultivation of postgraduate ability.
The main difference between graduate students and undergraduates is the word "research" and "learning". The biggest difference between graduate education and undergraduate education is that the focus of graduate education is to cultivate and train students' ability of independent learning, independent work and independent research. In addition to continuing to learn the knowledge and technology of predecessors, it is more important for graduate students to pay attention to using their respective advantages to cultivate scientific thinking in future scientific research practice. Postgraduates are not only simply involved in scientific research, but more importantly, let them know the process and significance of their scientific research projects and the role of experiments in the whole project at this stage, so as to improve the quality of postgraduate training. In order to cultivate self-study ability, the department requires graduate students to complete an open academic lecture in this research direction, including monographs and professional journals, on the basis of reading a large number of documents. Cultivate and train graduate students' learning ability to find books, read books, collect and identify valuable information, and combine them with their own research direction. Graduate students have the characteristics of quick thinking, easy to accept new information and innovation. They are self-motivated, and during their degree study, they all hope to complete higher-level dissertation and publish articles through hard work. In order to achieve the goal of cultivating high-level scientific and technological talents, the department attaches great importance to giving full play to the subjective initiative of graduate students, creating conditions to actively encourage graduate students to apply new technologies and methods to carry out scientific research and complete their dissertations. The department arranges work reasonably according to the source of enrollment and working years of graduate students studying for degrees, combined with the differences of personal quality, ability and personality foundation. Graduate students from other places, even those with scientific degrees, are arranged in outpatient clinics to familiarize themselves with the situation after entering the department. For graduate students who graduated from undergraduate courses, we should give them as much time as possible to carry out and complete some exploratory and innovative projects in the laboratory to improve their scientific research ability.
4. Pay attention to the role of departments in the cultivation of postgraduate humanistic morality.
Humanistic spirit and moral education is an indispensable part of standardized training of residents and postgraduate training of clinical medicine. At present, under the "dual-track integration" training mode, the clinical rotation time of graduate students majoring in clinical medicine is long, many professional courses are changed to night classes, and the training time of humanistic spirit and moral education is reduced. Coupled with the fact that tutors are busy with clinical work, they often ignore the teaching of humanistic spirit and moral education, which leads to the weakness of humanistic spirit and moral education [1, 3-4] In the medical process, patients not only need to treat physical diseases, but more and more people pay more and more attention to psychological and ideological care. Without humanistic cultivation, a doctor can't cope with many other problems caused by patients' illness. Humanistic ideological education can improve medical students' moral ethics, distinguish right from wrong and interpersonal skills, which is helpful to improve medical level. In recent years, the relationship between doctors and patients is tense, and humanistic spirit education is particularly important. Hippocrates, an ancient Greek doctor, once said, "A doctor should have all the qualities of an excellent philosopher: altruism, enthusiasm, modesty, calm judgment, composure, decisiveness and no superstition." Therefore, as a medical staff, we should establish the concept of "doctors are kind", take saving lives as the foundation and take the spirit of kindness as the criterion; It is also necessary to firmly establish the concept of "medical ethics first" in the process of medical practice, so as to achieve great sincerity, which is conducive to improving the relationship between doctors and patients [5]. Professional degree graduate students have a long clinical time. Tutors set an example in the teaching process, which is an important link in cultivating graduate students' humanistic quality. It is not only the independent guidance of the tutor, but also the cooperation of many teaching teachers in the department. Their attitude and words and deeds to patients directly affect students' understanding of the doctor-patient relationship. Therefore, the department attaches importance to the cultivation of humanistic morality of graduate students, which is the key to ensure the cultivation of high-quality medical talents under the new training mode.
5 discussion
Teaching and learning learn from each other, and progress together. In the process of postgraduate training, it not only improves the overall quality of medical staff in the department, but also promotes the continuous improvement of the quality of tutors. Most of the work done by graduate students is the frontier subject of this discipline, which requires tutors to constantly improve their own quality, constantly update their knowledge and grasp the development trend of the discipline. Tutors' humanistic morality affects the development of graduate students, and also requires tutors to constantly improve their self-cultivation. Practice has made us realize that departments and colleges play a vital role in the cultivation of graduate students' comprehensive quality, and graduate students' cultivation has also played a powerful role in promoting the business construction and development of departments and colleges.
refer to
[1] Li, Liu Ming, Yan, et al. Analysis on the training characteristics and training ideas of clinical medical degree graduates under the dual-track mode [J]. Journal of Youjiang Medical College for Nationalities, 2015,37 (5): 748-751.
[2] Feng Jingjing. Study on "Dual-track Integration" Mode of Standardized Training for Clinical Degree Postgraduates and Residents [J]. chinese medicine modern distance education of china, 20 14,12 (17): 70-71.
[3] Zheng Xiang, Kang Qingjie. Current situation of postgraduate training in clinical medicine in China [J]. Traditional Medicine in Asia-Pacific, 20 15,1(12):136-137.
[4] Li Xiaofeng. Reflections on the training of clinical medical postgraduates under the standardized training system for residents [J]. Continuing medical education, 2015,29 (7): 30-31.
[5] Wang Guodong, Li Wei, et al. Humanism in standardized training of residents [J]. Journal of Hospital Management of PLA, 2013,20 (4): 351-352.
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