Clinical Teaching Of Obstetrics Research Articles

Application of a new multi-element integrated teaching mode based on bite-sized teaching, flipped classroom, and MOOC in clinical teaching of obstetrics and gynaecology.

Effective clinical medical student education includes attention to teaching approaches. This study assessed the impact of a new multi-element teaching mode that utilizes Bite-Sized Teaching, flipped classroom, and MOOC on learner perception in an Obstetrics and gynaecology clerkship. A Two-stage crossover design study was conducted of a multi-element teaching mode compared to traditional teaching mode in an academic year. Participants included Ninety-six medical students practicing obstetrics and gynecology in our hospital, randomly divided into two groups respectively underwent multi-element teaching mode and traditional teaching mode. After each semester, a final test (including theoretical and clinical practical test) was conducted.When an academic year was completed, post intervention survey assessed learner perceptions of the intervention. In order to comprehensively test students' performance after study, we take theoretical and practical examinations. The theoretical examination mainly tests students' grasp of basic knowledge points, while the practical examination focuses on the examination of students' diagnosis and treatment of diseases. There were statistically significant differences both in the theoretical and clinical practical scores between the new multi-element integrated teaching mode and the traditional teaching mode, specifically as follows: In the end of first semester, the theoretical scores of the two groups were respective 43.75 ± 3.42 vs. 42.07 ± 2.90, and clinic practical test scores were respective 44.93 ± 2.42 vs. 43.37 ± 2.52; In the end of second semester, the theoretical scores of the two groups were respective 44.30 ± 2.69 vs. 42.25 ± 3.39, and clinic practical test scores were respective 43.79 ± 2.25 vs. 41.93 ± 2.80.(p < 0.05). The results of questionnaires demonstrated that 80.21% of the students showed preference for the new multi-element integrated teaching mode comparing to traditional teaching methods. The new multi-element integrated teaching mode is well accepted by the students and can improve the students' mastery of knowledge, and can improve the students' clinical comprehensive ability. The new multi-element integrated teaching mode is shown more preference than traditional teaching mode in the teaching of Obstetrics and Gynaecology. Further long term study is needed carried out to consolidate our conclusion. The new multi-element integrated teaching mode may have positive effects on clinical teaching of Obstetrics and Gynaecology.

Implementation of One-Minute Preceptor for Clinical Teaching in Obstetrics and Gynaecology.

In absence of a dedicated teaching curriculum for non-PG residents in Obstetrics and Gynecology department, a concise teaching learning method, One-Minute Preceptor (OMP) with feedback being its core component may be introduced to translate their theoretical knowledge into clinical practice. This descriptive cross-sectional study included four faculty members and 20 residents. Each resident was exposed to three OMP sessions pertaining to common gynecological case scenarios with a gap of at least two days in between the sessions with faculties acting as preceptor and as observer. After three OMP sessions, feedback from residents and faculty regarding their teaching and learning experience after implementing this tool was obtained through separate pre-validated questionnaires graded on Likert's scale. The satisfaction index of the residents and faculties for OMP was found to be 96.3% and 95%, respectively. All residents and faculty members had consensus that OMP addressed the learning gaps (mean score 4.45 ± 0.51 and mean score 4.5 ± 0.57, respectively) and expressed being highly satisfied with OMP in busy clinical settings as compared to traditional method of teaching with mean score of 4.9 ± 0.30 and 4.75 ± 0.5, respectively. The faculties had consensuses that OMP can assess all domains of learning (mean score 4.75 ± 0.5). All residents and faculties opined that the time allotted to address all micro-skills was less and 60% residents advocated allotting at least 5min time to the teaching encounter. Our study indicates the beneficial role of OMP in time-constraint clinical environment and warrants further research to review the time frame keeping in view the learners' needs and the discipline.

Exploration of the Methods and Practice of Clinical Teaching in Obstetrics and Gynecology

Exploration of the Methods and Practice of Clinical Teaching in Obstetrics and Gynecology

Effects of SBAR model in nursing clinical teaching of Obstetrics and Gynecology Department

Objective To explore the effects of situation, background, assessment and recommendation (SBAR) model on communication skills and clinical practice abilities in nursing clinical teaching of Obstetrics and Gynecology Department so as to provide a basis for perfecting clinical nursing practice. Methods By convenience sampling, this study selected 31 intern nursing students in Obstetrics and Gynecology Department of Xuanwu Hospital, Capital Medical University from June 2017 to December 2017 in control group and 30 intern nursing students from June to December 2018 in observation group. Control group carried out the one-to-one teaching based on nursing intern outline of Obstetrics and Gynecology Department, especially paid attention to theoretical and skill training for intern nursing students. On the basis of that, observation group implemented clinical teaching with the SBAR model. The effects of teaching models of two groups in clinical teaching were evaluated with the score of clinical communication competence scale, inpatient satisfaction with nursing students and clinical practice performance. Results The clinical communication competence, inpatient satisfaction with nursing students and examination scores of nursing students in observation group after-department were higher than those in control group with statistical differences (P<0.05) . Conclusions SBAR model teaching is conducive to cultivating nursing students' clinical communication competence, improving their abilities to analyzing and solving problems in clinical practice. Key words: Obstetrics and gynecology department, hospital; Students, nursing; Internship; SBAR model; Clinical teaching; Communication skills

Clinical situational teaching in obstetrics and gynecology based on the teaching case library

Situational teaching method was implemented in clinical teaching of obstetrics and gynecology. The basis of situational teaching was established through the establishment of a typical teaching case library. Students' impression of disease diagnosis and treatment was strengthened by simulation. The students' enthusiasm was improved by their own diagnosis and treatment through the teacher's guidance. With the method of situational teaching, students had better knowledge of obstetrics and gynecology, and their clinical diagnosis and treatment capacity was improved. Situational teaching method can improve the quality of teaching and it is worthy being popularized in clinical teaching of obstetrics and gynecology. Key words: Teaching case library; Obstetrics and gynecology; Clinical situational teaching

Application and evaluation of clinical path in clinical teaching in the department of gynecology and obstetrics

Objective To evaluate the effects of applying clinical pathway （CP） in clinical teaching of gynecology and obstetrics. Methods Totally 200 clinical specialist interns selected for the study were randomly divided into two groups （each 100）, respectively, using CP teaching and tradi-tional teaching. After the internship, professional assessment （clinical skills assessment, theory test, the respondent）were conducted to two groups of students and their professional examination scores were compared, while questionnaires were conducted in the CP teaching group. All date were analyzed by SPSS 17.0 software. Chi-square test was used for enumeration date while t test was used for mea-surement data. Results CP teaching team of professional test results [（80.01 ± 9.34） vs. （72.37 ± 10.79）], the passing rate（96%vs. 87%） were superior to the traditional teaching group（P=0.000 and 0.022）. The questionnaire showed that： applying CP in clinical teaching of obstetrics and gynecology can improve interns’ learning enthusiasm and initiative, improve their comprehensive analysis ability, clinical thinking ability, practical ability and many other capabilities and it got about 90% of interns’ recognition. Conclusions The application of the CP in clinical teaching of obstetrics and gynecology can help enhance the teaching effectiveness, standardize the teaching process, and improve the qual-ity of teachers teaching gynecology and obstetrics. Key words: Clinical pathway; Gynecology and obstetrics; Clinical teaching

Construction of mixed ability in eight-year program clinical teaching of obstetrics and gynecology

Huazhong University of Science and Technology is one of the five schools that trial implementing eight-year program medical education of first batch.Eight-year program medical students in Tongji college came into obstetrics and gynecology clinical contact in 2010.According to the characteristics of students and discipline,obstetrics and gynecology department used multiple teaching methods and means as PBL teaching,integrated case management,typical clinical case conference,clinical diagnosis and treatment,academic lecture,research report,experimental design,scientific research and experi-ment,etc.Available practice mode was reformed.Those students accomplished clinical practice,and achieved expected effect. Key words: Eight-year program; Medical education; Obstetrics and gynecology; Thinking ability

UNIVERSITY DEPARTMENT OF OBSTETRICS AND GYNAECOLOGY, LEEDS MATERNITY HOSPITAL AND THE ASSOCIATION FOR THE STUDY OF MEDICAL EDUCATION, UNIVERSITY OF LEEDS, NOVEMBER 1986: An Inter-University Workshop on undergraduate teaching and course design in obstetrics and gynaecology

Summary. A Workshop held in November 1986 is described at which senior academic staff from the departments of obstetrics and gynaecology of 28 United Kingdom and Irish medical schools debated the design and content of undergraduate clinical courses. The subjects addressed at the five plenary sessions were: the location of clinical teaching in obstetrics and gynaecology within the overall curriculum; the knowledge, skills and attitudes which students should acquire; interdepartmental liaison between obstetrics and gynaecology, paediatrics and the basic sciences; the place of audiovisual and computer-assisted learning; and the validation of educational results by audit. The consensus achieved at each session is presented. The meeting was the first of its kind in the UK and was agreed by the delegates to have been educationally valuable, the general view being that it be repeated in 2 years. It was agreed that the concept and design of the workshop be made available to academics in other clinical disciplines in order that they might explore the viability of similar workshops in their own fields.

Problems and difficulties in the clinical teaching of obstetrics and gynecology as of today

I N BYGONE years the teaching of obstetrics and gynecology was on a very casual basis. In the early French hospitals the obstetrical patients were usually found in the cellar of the hospital in order t.o assure privacy, and the whole process of care during labor was conducted in an atmosphere of secrecy. This was the time, too, when it was considered to be highly immoral for the lying-in woman to be seen or attended by a male physician. Obviously, clinical instruction under such conditions was all but impossible. In Germany, conditions were somewhat better; and when Johann Fried organized the first Prauel\-(bars later my own experience was comparable but slightly better. 7 obser\-cd four deliveries, palpated the abdomen of one pregnant woman at the time of my final examination, never did a rectal or vaginal examination, and never had a pelvimeter in my hands. From what has been said, it is obvious that the clinical teaching of obstetrics in this country was in a sad state up to a fairly recent period. As for the clinical teaching of gynecology, it was a.lmost noncxistcnt. Fortunately, however, from the early part of this century, great improvement can be recorded. This improvement; coincides with the establishment of

Clinical Teaching of Obstetrics

Clinical Teaching of Obstetrics