Clinical Medicine Students Research Articles

Applying of case leaded PBL in the teaching of obstetrics and gynecology

Objective To explore the effectiveness of applying case leaded PBL in the teaching of obstetrics and gynecology.Methods Totally 80 (2006 grade) five-year clinical medicine students were divided into 2 groups (n =20) according to complete randomized designing principle.Case leaded PBL and traditional teaching methods were applied in the two groups respectively.Operation skill test,theoretic examination and questionnaires were used for evaluation and x2 was used to analyze the sample rate.Results Overall scores in final theoretic examination of PBL group were higher than those in traditional teaching group,but without significant difference (x2 =0.241,P ＞ 0.05).Scores of operation skill test were higher in PBL group than in traditional teaching group,with significant differences (x2 =6.229,P ＜ 0.05).Questionnaire results showed that satisfaction degree was higher in cases PBL group than in traditional teaching group,except that of ‘ systematical study’ item.Conclusions case leaded PBL teaching can not only enhance students' learning interests,intrigue their initiatives to improve practical ability,skills to communicate with patients and self-learning ability,but also enhance young teachers' coaching ability. Key words: Obstetrics and gynecology; Clinical teaching; Case lead; Problem-based learning

Reform of laboratory diagnostics teaching mode for students of clinical medicine

Laboratory diagnostics is an important discipline functioning as a bridge between basic and clinical medicine and it is closely associated with the diagnosis of clinical physician.But there are some problems in the laboratory diagnostic teaching including unreasonable curriculum standard,simple teaching method and unpractical theory.This paper explored and summarized the problems and the reform of laboratory diagnostics teaching mode for students of clinical medicine. Key words: Students of clinical medicine; Laboratory diagnostics; Teaching mode; Reform

Application of CBL combined with LBL in medical immunology teaching and its effect

Objective To investigate the value of case-based learning(CBL) combined with lecture-based learning (LBL) in medical immunology teaching.Methods Totally 85 clinical medicine students of 2010 grade in medical school of Yangtze university were divided into two groups:control group(n=43) and experimental group(n=42).The students in control group were received LBL while those in experimental group were received CBL combined with LBL.Teaching effectiveness was evaluated by questionnaire survey and theoretical test.Results The questionnaire showed that the abilities of comprehension,expression,analysis,practice and cooperation were significantly better in experimental group than in the control group(P＜0.05),the results of test showed that the total scores and the scores of choice and clinical case analysis were markedly higher in experimental group than in the control group(P＜0.05).Conclusions The teaching model of CBL combined with LBL is helpful to develop students' comprehensive quality and creative ability and it is worth further promoting in medical immunology teaching.But there are some problems need further improvement. Key words: Case-based learning; Lecture-based learning; Medical immunology; Teaching evaluation

Analysis and thinking of the test papers of neurology for five-year program clinical medicine education

In order to understand the students'knowledge mastery,assess teaching effects and improve the quality of teaching,this article analyzed the test papers of Neurology among the five-year program clinical medicine students of Grade 2006 in our College.The results indicated that the mean score of the exam was 87.29 with a standard deviation of 7.90.The distribution was negatively skewed.The degree of difficulty was 0.78 and the discrimination is 0.19.The reliability was 0.59.It demonstrated that the test papers had a good reliability,the design of the test papers was too easy and could not reasonablely discriminate the degree in evaluating the students'mastery of the course.Therefore,we shoud pay attention to appropriate difficulty and ensare quality in preparing test papers to scientifically evaluate teaching quality. Key words: Neurology; Analysis of the test papers; Degree of difficulty; Discrimination

The study of pathology of experimental teaching with PBL optimization teaching

Objective To improve the teaching effect of pathology, innovate tradition teaching methods. Methods Comparative study the teaching effect between problem based learning (PBL)and tradition teaching methods in 120 students of clinical medicine. Results The students of experimental group have forged ahead with their work. P＜ 0. 05. Conclusion Distinctly, PBL is better then tradition teaching methods. worthy of extensin. Key words: Problem; Based learning; Pathology teach

Stomatology and odontology: perspectives of Spanish professors and senior lecturers in dentistry

The curricula of dental faculties in many countries of the European Union can be described as odontological. The faculties of some of the countries who have become and are becoming members of the European Community have traditionally educated dentists in the stomatological tradition. In 1987, the Spanish dental education system initiated movement from the stomatological model to the odontological. Both models have their respective strengths and weaknesses. This study surveyed professors and senior lecturers in Spain's public dental faculties to assess their perspectives on 10 items related to the tension between the odontological and the stomatological approach to preparing dentists. Amongst other things, the results of the study indicate that the respondents believe the odontological model, with its emphasis on strengthening technical qualifications, may not prepare individuals for dental practice better than the stomatology tradition; and that the odontological model results in the loss of the strength of the stomatological model, that is, the strong foundation in clinical medicine. The suggestion is advanced that European dental educators consider revising the odontology curriculum to strengthen the education of dental students in clinical medicine. A curriculum in which dental and medical students share the first 3 years of study could accomplish this. It is further suggested that subsequent years in the curriculum be flexible enough for students to earn degrees in both dentistry and medicine, if desired. Such an approach is not inconsistent with the accepted profile and competencies of the European dentist.

Feedback process between faculty and students.

The authors assessed-feedback agreement scores designed to measure the effectiveness of feedback between faculty and students in clinical medicine.

Running a life drawing class for pre-clinical medical students.

To explore the learning possibilities of linking art and anatomy learning. First- and second-year medical students at Southampton University were offered the chance to take part in 3-hour life drawing classes with a life drawing tutor and an anatomist. Attempts were made by the anatomy tutor to link the muscles and bones of the living body in front of the students with their previous learning. The sessions were successful, and enjoyed by students. Whilst this type of learning cannot take the place of more formal instruction, there does seem to be value in increasing students' interest by providing new points of view and contexts for dry pre-clinical learning. A greater knowledge by the students of anatomy, physiology and clinical medicine at a later stage in their course might have provided further ways to exploit this learning opportunity.

Feedback in Clinical Medical Education

In the setting of clinical medical education, feedback refers to information describing students' or house officers' performance in a given activity that is intended to guide their future performance in that same or in a related activity. It is a key step in the acquisition of clinical skills, yet feedback is often omitted or handled improperly in clinical training. This can result in important untoward consequences, some of which may extend beyond the training period. Once the nature of the feedback process is appreciated, however, especially the distinction between feedback and evaluation and the importance of focusing on the trainees' observable behaviors rather than on the trainees themselves, the educational benefit of feedback can be realized. This article presents guidelines for offering feedback that have been set forth in the literature of business administration, psychology, and education, adapted here for use by teachers and students of clinical medicine.

Mediators of Inflammation

Study of the inflammatory response is central to a variety of disciplines. The events that occur during the many types of inflammation are complex and interrelated to a surprising degree. Students of immunology, physiology, pathology, biochemistry, pharmacology, and clinical medicine require familiarity with these processes. Knowledge of inflammatory mechanisms has advanced considerably in recent years. Gerald Weissmann, editor of a new review Mediators of Inflammation , states in his preface that ... the study of inflammation and its mediators has passed from the purely descriptive to the soundly quantitative level of analysis.... The book provides a scholarly summary of current information about mediators of inflammation and mechanisms of their release. Seven authors (by invitation) have provided definitive reviews of broad areas of research, and provided each summary with an extensive bibliography of recent and important papers. The authors review mechanisms of mediator release, lysosomal hydrolases and other lysosmal inflammatory materials, the plasma

LECTURE NOTES ON CLINICAL MEDICINE AND SURGERY FOR DENTAL STUDENTS

International Endodontic JournalVolume 7, Issue 2 p. 85-85 LECTURE NOTES ON CLINICAL MEDICINE AND SURGERY FOR DENTAL STUDENTS P.M. Ford M.B., M.R.C.P., P.M. Ford M.B., M.R.C.P. Blackwell Scientific Publications, Oxford 1972. Price £ 2.00Search for more papers by this authorD. Maclean M.B.Ch.B.PH.D., M.R.C.P., D. Maclean M.B.Ch.B.PH.D., M.R.C.P. Blackwell Scientific Publications, Oxford 1972. Price £ 2.00Search for more papers by this author P.M. Ford M.B., M.R.C.P., P.M. Ford M.B., M.R.C.P. Blackwell Scientific Publications, Oxford 1972. Price £ 2.00Search for more papers by this authorD. Maclean M.B.Ch.B.PH.D., M.R.C.P., D. Maclean M.B.Ch.B.PH.D., M.R.C.P. Blackwell Scientific Publications, Oxford 1972. Price £ 2.00Search for more papers by this author First published: July 1974 https://doi.org/10.1111/j.1365-2591.1974.tb01131.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume7, Issue2July 1974Pages 85-85 RelatedInformation

Differences in Factors Affecting Medical Specialty Choices between Medical College Students and Graduate Medical School Students.

This study was conducted to compare the specialty preference and factors that affect choices of medical specialties between medical college students and graduate medical school students. A self-administered questionnaire was conducted in 563 medical students, and 482 (graduates: 199, undergraduates: 283) responded (response rate, 85.61%). The students completed a brief survey, which included 39 items that sampled their demographic data, career choice, and factors that influenced their choice. Most students in medical college and graduate medical school preferred clinical medicine. Graduate medical school students preferred internal medicine, pediatrics, and family medicine. In contrast, medical college students preferred neurology, family medicine, and psychiatry. Important factors that affected the selection of specialties were seniors' advice, advice of other students, clerkship experiences, and specialty experiences. This result shows that there are differences in the factors that affect the selection of medical specialties between medical college students and graduate medical school students. But, the opportunity to explore future careers and to consult their choice of specialty, in accordance with the needs and characteristics of individual students, must be provided for all medical students.

Uses of Epidemiology.

The need for the epidemiological approach to solutions of mass phenomena has been duly emphasized and influential in a field of public health and preventive medicine. In clinical medicine, however, desirability and necessity have been recent. This book has as its purpose the bringing together of students of both clinical and preventive medicine through the medium of illustrations of epidemiological methodology. The author is director of the Social Medicine Research Unit of the Medical Research Council, London Hospital, and much of the material utilized in the book was chosen from work with which he has been connected. The book is not a text and is not comprehensive. It consists of seven chapters on general topics, such as Community Diagnosis, Individual Chances, and Completing the Clinical Picture, and each chapter has subsections, such as Completing the Picture in Breadth, ... in Depth, and ... in Time. In many instances the material

Fiftieth Anniversary of the Archives

Plans for the Future With the present issue the A. M. A.Archives of Internal Medicinereaches its fiftieth year of continuous publication. It is the oldest of the specialty journals of the American Medical Association and was, at the time of its inception, the second periodical in this country to be devoted exclusively to internal medicine. In 1907, in answer to a petition signed by many leaders of American medicine of, the era, the board of trustees of the American Medical Association appointed a committee composed of Dr. George Dock, Dr. W. S. Thayer, Dr. Joseph L. Miller, Dr. David Edsall, Dr. Theodore Janeway, and Dr. Richard Cabot to consider publication of a journal to present the more important researches of American students of clinical medicine. After the report of this committee was favorably acted upon the members were constituted as the first editorial board of the newly created

CEREBROSPINAL FEVER.EPIDEMIC CEREBROSPINAL MENINGITIS.

Historical. Two diseases have especially excited the interest and baffled the researches of students of epidemiology and clinical medicine. One is influenza, the other epidemic cerebrospinal meningitis. Influenza has occurred in world pandemics which have been succeeded for varying periods extending over years by recurrent epidemics and sporadic cases and finally by periods of apparent absence of the disease until the sudden recurrence of another great pandemic. The opportunities afforded by the outbreak which began in 1889 have resulted in the discovery of the pathogenic agent of influenza—the bacillus of Pfeiffer—in the recognition of the transmissible nature of the infection and of the existence of sporadic cases by which the disease has been maintained for an indefinite time. But the regions in which the organism has continued to exist and the efficient mechanism by which, after long periods of latency, it suddenly gives rise to its pandemic effects, have thus far eluded research.