Clinical Teaching Of Gynecology Research Articles

Analysis and coping strategies of knowledge and difficulty in clinical teaching of gynecology and obstetrics

The difficult knowledge was analyzed in detail from such aspects as medical students' cognitive ability of the female pelvic anatomy structure, their learning of female reproductive endocrine physiology, their understanding of delivery mechanism and gynecological tumor clinical staging in gynecolo-gy and obstetrics. Through such strategies as the diversification of teaching to deepen students' cognition of female pelvic anatomy structure, presentation method to strength their understanding of the delivery mecha-nism and repeated memory to reinforce their learning of female reproductive endocrine physiology and smart memory to remember gynecologic oncology clinical staging, not only the students' learning ability was im-proved, but also the teaching quality was enhanced. Key words: Department of gynecology and obstetrics; Difficult points; Strategy

Experience of clinical teaching of gynecology of traditional Chinese medicine

Gynecology of traditional Chinese medicine （TCM） is an important part of TCM, is also a subject of highly TCM characteristics and practicality. While clinical teaching plays a very important role in the process of guiding the students to use their knowledge in the clinical practice. According to the characteristics of the clinical teaching of TCM gynecology, the subject explores how to mobilize the enthusiasm of the students and to enable students to grasp the basic knowledge of the subject and improve students＆#39; clinical thinking ability. Key words: Gynecology of TCM; Clinical 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

Application of PBL in clinical teaching of gynecology and obstetrics

Objective To study the efficacy of problem-based learning (PBL) in clinical teaching of gynecology and obstetrics.Methods Totally 170 students in our department for probationary were divided into two groups randomly.Students in the two groups were taught by theoretical lecture and case study in the ward.PBL (After the lectures,teachers choose clinical cases,students inquire medical history and do physical examination,students discuss on the case and propose treatment scheme,students look up references and consult specialist to determine treatment scheme,students do team report and teachers give comments) was used in experimental group (n=87) while traditional teaching method (teachers guide students to inquire medical history,do physical examination,analyze the cases and make diagnosis,do differential diagnosis and give treatment as well as answer the questions posed by students) in control group (n=83).Ability of students to solve the practical problems was assessed by final examination (theoretical exam and case analysis) and the efficacy of PBL was investigated by questionnaire survey.SPSS 11.5 soft ware was employed to do statistic analysis.Measurement data were analyzed by t test and manifested asand enumeration data were analyzed by chi-square test.P≤ 0.05 stands for statistical differences.Results There was no difference in theoretical score between experimental group and control group.Score of case analysis was higher in experimental group than in control group (t=2.236,P=0.017).Students' satisfaction degree of PBL was much higher than that of traditional teaching method.Conclusions PBL is better than traditional teaching method in clinical teaching of gynecology and obstetrics.It can improve students' ability of problem-analyzing and problem-solving,therefore should be promoted in clinie education. Key words: Gynecology and obstetrics; Problem-based learning; Clinical teaching