Conventional Teaching Group Research Articles

Effectiveness of Simulation-Based Training of Undergraduate Medical Students Regarding the Management of Eclampsia: A Randomized Controlled Educational Trial.

Introduction Obstetric emergencies, like eclampsia, need a quick and accurate response from the treating physician coming into first contact with the patient. Therefore, all doctors, even primary care physicians, interns, and resident doctors, need training to handle such cases proficiently, leaving minimal chances of error. Providing training for the management of these critical conditions on actual patients is not practically feasible. Clinical simulation in obstetrics can be used for the improvement of these skills for undergraduate and postgraduate students. We conducted a non-blinded randomized controlled trial with the primary aim of developing and implementing a module for training undergraduate medical students on the assessment and management of eclampsia and to evaluate and compare it with traditional didactic lectures or case-based learning. Methods The present randomized controlled educational trial was conducted in the Department of Obstetrics and Gynecology, All India Institute of Medical Sciences, Bibinagar, Hyderabad, India. The undergraduate medical students (Phase 3, Part 1) posted in the department during their clinical postings or tutorials were randomized into two groups. A total of 62 students were randomly divided into two groups, Group A and Group B, each consisting of 31 students. However, only 24/31 (77.42%) in Group A and 19/31 (61.3%) in Group B finally agreed to participate in the study. One group (Group A, with 24 participants) was taught the diagnosis and management of antepartum eclampsia through simulation-based training, and the other group (Group B, with 19 participants) was taught the same topic through conventional teaching, which consisted of didactic lectures through PowerPoint presentations and case-based discussion. Learning objectives were kept identical for both groups. Pre- and post-test scores were compared for both groups. Results The mean pre-test score of the simulation group was 6.13 ± 1.39, and that of the conventional teaching group was 6.05 ± 1.54. The post-test score of the simulation group was 9.17 ± 1.34, and that of the conventional teaching group was 7.37 ± 1.70. The simulation group showed an extremely significant (two-tailed p < 0.0001) improvement in their post-test scores when compared to their scores before the module was taught. The difference in the scores of simulated teaching (Group A) and conventional teaching (Group B) was also statistically significant (p = 0.005). Simulation-based learning was found to be more interactive, helpful in providing real-life-like experiences, led to better retention and understanding, and motivated the students for self-directed learning. Conclusion Although both conventional and simulation-based teaching were useful, simulation-based training was more effective in teaching undergraduate medical students regarding the diagnosis and management of eclampsia. Simulation-based learning is more interactive, provides real-life-like experiences, leads to better retention and understanding, and motivates the students for self-directed learning.

Comparison of conventional- versus technology-aided histology teaching for medical students – A meta-analysis

Reduction in histology teaching hours, limited attention span of students, provoked medical educator to adopt to tools where teaching and learning outcome is effective. Availability of such research work kindled the authors to compare the effectiveness of learning outcome of technology aided microanatomy (TAM) teaching with conventional teaching (CT). The objective was to compare the learning outcome of TAM with CT amongst medical students. Data sources: PubMed, MEDLINE, ScienceDirect, SCOPUS, Cochrane, Web of knowledge, and Google Scholar. Study selection: The meta-analysis included all published studies indulged in trailing various methods of histology teaching and focussed on assessing its learning outcome. The learning outcome was assessed by the learner’s score. Data extraction was guided by a predetermined checklist. Analytical approach: Using RevMan 5 software, the mean difference of learning outcome among medical students with TAM and CT of histology were compared. Main outcomes and measures: The learning outcome of CT group was significantly high on comparing with the TAM learning group. Meta-analysis involved 837 subjects who had TAM methods and 1047 subjects who received CT method (Control group) showed an overall significant effect in favor of control group (MD = 0.08, 95% CI 0.05–0.12, P &lt; 0.001). A significant Q statistic (P &lt; 0.001) indicated the presence of considerable heterogeneity (I2 = 100%) which could be due to varied demography and more recent studies. This systematic review and meta-analysis demonstrated no positive effect in the enhancement of learning outcome of medical students with TAM teaching and the conventional teaching still upholds its esteem.

Educational intervention on perceived stress among adults with type 2 diabetes and metabolic syndrome: a non-randomized clinical trial.

To evaluate the effectiveness of Virtual Teaching (VT) Programme regarding palliative care on knowledge, self-efficacy and attitude among Nursing Personnel working in selected hospitals of North India. A quasi-experimental study with non-equivalent control group pre-test-post-test design was conducted on 121 Nursing Personnel, selected by convenient sampling technique. Knowledge, self-efficacy and attitude were assessed using structured knowledge questionnaire, Palliative Care Self-efficacy Scale, and Frommelt Attitudes toward care of dying scale respectively. Nursing personnel in experimental group received Virtual Teaching Programme regarding palliative care whereas those in comparison group received conventional teaching (CT). The study included a pre-test followed by the teaching (virtual/ conventional) on day one. The post-test was conducted on 15th day after the intervention. The results showed that there was a significant difference in mean post-test knowledge (VT group: 17.11 to CT group: 25.05; t=9.25, p<0.001), self-efficacy (VT group: 39.27 to CT group: 43.38; t=6.39, p<0.001) and attitude (VT group: 108.86 to CT group: 133.23; t=9.27, p<0.001) scores between virtual teaching group and conventional teaching group. ANCOVA test revealed statistically significant differences in the mean scores of knowledge [F (1.11) = 86.61, p<0.001], self-efficacy [F (1.11) = 841.75, p<0.001] and attitude [F (1.11) = 82.92, p<0.001] between the groups, with higher means obtained in the CT group. Virtual Teaching programme and Conventional teaching both were effective in enhancing the knowledge, self-efficacy and attitude among Nursing Personnel regarding palliative care with conventional teaching being more effective.

The Effects of Project-Based Learning on Exercise Prescription Learning Performance in College Athletic Students

The Effects of Project-Based Learning on Exercise Prescription Learning Performance in College Athletic Students

Application of Student Standardized Patient in the Clinical Teaching of Acute Abdomen

Background: In recent years, with the gradual expansion of the scale of medical education, the shortage of medical teaching resources and the reluctance of patients to cooperate with teaching have become increasingly prominent. Objective: To explore the application effect of student standardized patient (SSP) in the clinical teaching of acute abdomen. Methods: Fifty-four fifth-year general medical students from class 1826 of the general department of The First Affiliated Hospital of Xi’an Medical University were selected as the research subjects and randomly divided into two groups, with 27 students in the experimental teaching group, and the remaining 27 students in the conventional teaching group. The experimental teaching group adopted the SSP teaching approach. The SSPs were generated from the training students of the hospital through the recruitment and training process of SSP. In this study, seven qualified SSPs were selected for the clinical teaching of acute abdomen. At the end of the course, a periodic assessment was held. The rank sum test was used to compare the excellent and good rates between the two groups, while t-test was used to compare the difference between the two groups. Results: The results showed that the excellent and good rate of the experimental teaching group was significantly higher than that of the conventional group, in which the difference between the two groups was statistically significant (p &lt; 0.05). In terms of the assessment results, the theoretical scores and skills scores of the experimental teaching group were better than those of the conventional teaching group, in which the differences between the two groups were statistically significant (p &lt; 0.05). Conclusion: Through the training of SSP for acute abdomen and its application in surgical teaching and examination, the superiority of SSP is emphasized. Although there are still some shortcomings in the application of SSP in clinical teaching, it is a relatively new and effective teaching method, and it will play an increasingly critical role in clinical skills training pertaining to the medical specialty.

Quasi-experimental design for using an interactive social media intervention program to improve truck drivers’ health beliefs and eating behaviors

BackgroundTruck drivers have difficulties participating in health education programs delivered at a fixed time and place due to the mobility of their workplace. Interventions conducted via social media can overcome these limitations of time and place. This study aimed to investigate the effect of a nutrition education intervention program delivered via a social media platform on the healthy eating behaviors of truck drivers.MethodsThis study adopted a quasi-experimental design. A 12-week intervention program was conducted for a social-media group (n = 125) and a conventional-teaching group (n = 117) from February to May 2020. The social-media group participated in a social-media-based health intervention on the LINE application. The intervention involved the provision of online messages, online instant responses, a picture-based food log, an audio e-book, and a loyalty e-card. The conventional-teaching group participated in a healthy diet course and a hygiene education manual. The generalized estimation equation (GEE) was applied to evaluate the intervention effects on the outcome measures derived from the Health Belief Model.ResultsThe results of the GEE showed the social-media-based intervention strategies significantly decreased perceived barriers of consuming a healthy diet (p = < 0.001), increased willingness to follow cues of action (p = 0.036), improved the self-efficacy of healthy eating behaviors (p = 0.001), and increased the score of healthy eating behaviors (p < 0.001) compared with the conventional teaching strategies. For the social-media and conventional-teaching groups, no significant changes occurred in self-perceived health status, self-perceived susceptibility, or self-perceived severity after the intervention. More than 90% of the participants in the social-media group believed the social-media-based intervention strategies could help implement and maintain healthy eating behaviors.ConclusionsThe results indicate social-media-based intervention strategies can facilitate approaching a population without a fixed workplace, such as truck drivers. Health promoters and planners focusing on occupational health can consider developing social-media-based intervention strategies for improving truck drivers' health status.

Effectiveness of Conventional Teaching (CT) and Video Assisted Teaching (VAT) on Neonatal Endotracheal Intubation in Terms of Knowledge and Practice among Nursing Students

Introduction: Birth of a child is a special moment of joy for the parents but the first few minutes after birth are full of concern and rapid physiological adaptation. Most babies go through the transition successfully as a matter of routine, however, 10% of babies who do not start breathing immediately and need special care to initiate breathing. Aims &amp; Objectives: The aim of the study was to assess the knowledge and practices among nursing students. The conceptual framework of the study was based on CIPP (context, input, process and product) model by Stufflebeam. Methodology &amp; Theoretical Orientation: The research approach adopted for the study was quasi-experimental and design was non-equivalent control group pretest-posttest design. The study was at College and Institute of Nursing, Ambala, Haryana. A total of 64 BSc third year nursing students who were in the age group of 19-24 years selected by simple random technique and conveniently assigned into CT (n=32) and VAT (n=32) group. The tool used for the study consisted of structured performa regarding sample characteristics, structured questionnaire and structured observational checklist to assess the knowledge and practices of students. Data collection was done in January 2017. Descriptive and inferential statistics were used to analyze the data. Findings: The major findings revealed that within the groups the post test scores were significantly higher than the pre-test scores in both the groups whereas, in comparison, the mean post-test knowledge score of CT group (21.50±3.09) was nearly equal to the mean post-test score of VAT group (21.16±4.07) and mean post-test practice score of CT group (32.47±5.14) was slightly higher than the mean post-test score of VAT group (29.61±6.46) but computed ‘t’ value of mean post-test knowledge and practice score of both CT and VAT group (0.38, 1.90) were found to be statistically non-significant at 0.05 level of significance. Conclusion &amp; Significance: Both CT and VAT were found to be equally effective in improving knowledge and practices of nursing students regarding neonatal ET intubation. So, VAT can be combined with CT to enhance better learning and skill development of nursing students. Keywords: Conventional Teaching, Video Assisted Teaching, Neonate, Endotracheal Intubation, Knowledge, Practice.

Mixed reality technology in fibula flap preparation clinical teaching application

Objective: To explore the effect of the application of mixed reality (MR) technology in clinical teaching of fibular flap preparation. Methods: Twenty residents from the Department of Oral and Maxillofacial Surgery in School of Stomatology, the Fourth Military Medical University in 2018 and 2019 participated in the present study. They were randomly divided into two groups according to the method of random drawing. The teaching content of the two groups was fibular flap preparation. The MR group was taught by using the new teaching mode which was mainly based on MR, while the conventional teaching group was educated by conventional teaching method. At the end of the training, the theoretical knowledge and operational skills of the residents were statistically analyzed to evaluate the learning effect. Questionnaire survey was also conducted. Each item in the questionnaire was scored between 0 and 5, representing poor to excellent. Results: The theoretical scores of MR group (91.4±4.4) were higher than that of the conventional teaching group (83.3±3.2) (P<0.01). The durations of preoperative marking and simulated osteotomy in MR group [(5.7±1.2) and (20.9±2.28) min, respectively] were shorter than those in the conventional teaching group [(7.2±1.7) and (26.1±3.6) min, respectively] (P<0.05). The results of the questionnaire showed that MR group had a significant improvement in the scores of classroom atmosphere, satisfaction, three-dimensional construction, theoretical knowledge and problem-solving ability (P<0.01). However, there was no statistically significant difference in scores of learning concentration between the two groups (P>0.05). Conclusions: The application of MR technology achieved a better teaching effect, which could help residents to deeply understand the methods of fibular flap preparation, and showed a broad application prospect.

A framework utilizing augmented reality to improve critical thinking ability and learning gain of the students in Physics

AbstractPhysics is a branch of science that deals with different properties of energy and matter. Most of the principles of Physics are based on Mathematics, Mechanics, Optics, Electricity, Magnetism, and Thermodynamics. It is often difficult for students to grasp concepts as they cannot visualize the phenomena, resulting in compounding the problem of lack of interest in STEM subjects. Augmented reality (AR) can be effective in providing better visualization and interaction with real‐like three‐dimensional virtual objects that can ease the learning experience. In this paper, an AR‐based learning environment is developed to help students understand concepts of the magnetic field, electric current, electromagnetic waves, Maxwell's equations, and Fleming's rules for electromagnetism. An experimental study was conducted to determine the impact of AR intervention on student's learning and critical thinking capabilities. The study was conducted among 80 engineering students, who were distributed into two different groups: the AR teaching group (N = 40) and the conventional teaching group (N = 40). The AR teaching group was instructed through the AR‐based learning environment while the conventional teaching group students were taught using a conventional teaching approach. The experimental results indicate that the AR‐based learning environment has a significant positive impact on the critical thinking and learning gain of the students. The AR experience helped the students in visualizing the abstract concepts of Physics and enhanced their understanding.

THE EFFECT OF ACTIVE LEARNING METHOD ON STUDENTS’ ATTITUDE TOWARDS MATHEMATICS

The world is changing so fast, and therefore education needs to adapt to the challenges of times. In order to update the content of school education in the Republic of Kazakhstan modern trends are going to be used. These trends contain pedagogical methods that can be used to preserve and even increase internal motivation, as active learning. Active learning method is an treatment where students participate or interact with the learning process, as opposed to passively taking in the information.The goal of this study is to identify the impact of active learning method on 10th grade students’ attitude towards mathematics of the students the second semester of the school year 2019-2020. More specifically, it attempted to determine and compare the attitude toward mathematics of students’ exposure to active learning and traditional teaching strategy. The Likert scale used to evaluate the attitude of students toward mathematics. Mean, Cronbach value, T-test were the statistical tools used in anatomizing and interpreting the research data. The discovering showed that the students in the active learning group had auspicious attitude than students in the conventional teaching group. According to the findings after research, we saw the direct relation between attitude and active learning. It is concluded that the students’ attitude toward mathematics was better by using active learning strategy. It is recommended that mathematics teacher should use active learning strategy in order to improve the attitude toward mathematics of the students.Keywords: attitude, mathematics, active learning

Peer learning versus conventional teaching regarding antenatal assessment among nursing students in terms of knowledge, skills, and satisfaction: An interventional study.

INTRODUCTION:Eaching methods are the stimulation, guidance, direction, and encouragement for learning and also the means to achieve the desired educational objectives.AIM:This study aimed to assess peer learning (PL) versus conventional teaching (CT) regarding antenatal assessment in terms of knowledge, skills, and satisfaction among nursing students.METHODS:This was a quasi-experimental study conducted on 51 B.Sc.Nursing 3rd-year students who were selected by convenient sampling and randomly assigned to PL (n = 21) and CT (n = 30) group. Sample characteristics pro forma, structured knowledge questionnaire, observational checklist, and satisfaction rating scale wereused to collect data from nursing students through self-report and observational technique.RESULTS:The study results revealed that the mean posttest knowledge score (19.1 ± 0.75) in PL group was higher than that in CT group (17.0 ± 0.741) and the mean rank skill score of PL group (44.90) was higher than that in the CT group (20.30). There was no significant difference (t = 1.08, P > 0.05) in mean posttest knowledge score, whereas the significant difference was found in posttest skill score (Z = 5.00, P ≤ 0.01) among nursing students. Most of the nursing students were satisfied with the CT method. There was a mild positive correlation (r = 0.25) between knowledge and skills regarding antenatal assessment among nursing students.CONCLUSION:Based on the findings of the study, it can be concluded that both PL and CT groups were found to be equally effective in improving knowledge and skills of nursing students regarding antenatal assessment.

Video Coaching Improving Contemporary Technical and Nontechnical Ability in Laparoscopic Education

A video coaching (VC) system has been developed in surgical education. This study compares the educational effect on technical and nontechnical skills of the VC method for teaching laparoscopic surgery. We conducted a prospectively randomized study of an education program to teach laparoscopic procedures. The study was performed at the Chang Gung Memorial Hospital, a university hospital in Taiwan. We enrolled sixteen first- or second-year surgical residents.The participants were randomized into VC and conventional teaching (CT) groups, and their surgical skills were judged by the Global Operation Assessment of Laparoscopic Skills (GOALS) and the Objective Structured Assessment of Technical Skills (OSATS). Nontechnical skills were evaluated by the Non-Technical Skills for Surgeons (NOTSS) assessment and self-efficacy questionnaires (SEQs). After the program, posttraining scores were compared to assess improvements. The 16 enrolled participants finished the entire course and completed all the videos during the study period. Comparing the VC and CT groups, we found that the pretraining GOALS, OSATS, NOTSS and SEQ scores were similar between both groups. However, after training, the OSATS score gain was higher in the VC groupthan in the CT group (9.25 ± 2.05 vs. 6.50 ± 1.51, p=0.009). Regarding nontechnical skills, the NOTSS score improved more in the VC group than in the CT group (5.50 ± 0.93 vs. 4.25 ± 0.89, p=0.015). The SEQ score was also higher in the VC group (32.13 ± 2.10) than in the CT group (29.50 ± 1.77), with a significant difference (p=0.018). VC can help surgeons build their expertise using a more accessible method. Additionally, VC can shorten the learning curve and improve self-efficacy, thereby contributing to surgeons' education.

Use of e-learning in clinical clerkships: effects on acquisition of dermatological knowledge and learning processes.

ObjectivesTo obtain a deeper understanding of how the e-learning program, Education in Dermatology (ED), affects the acquisition of dermatological knowledge and the underlying learning processes of medical students in their clinical phase. MethodsThe study used a mixed method design with a convergent parallel collection of data. Medical students (n=62) from Maastricht University (The Netherlands) were randomized to either a conventional teaching group (control group n=30) or conventional teaching plus the e-learning program (application on smartphone) group (e-learning group n=32). Pre- and post-intervention knowledge test results were analysed using an independent t-test. Individual semi-structured interviews (n=9) were conducted and verbatim-transcribed recordings were analysed using King’s template analysis. ResultsThe e-learning program positively influenced students’ level of knowledge and their process of learning. A significant difference was found in the post-test scores for the control group (M=51.4, SD=6.43) and the e-learning group (M=73.09, SD=5.12); t(60)=-14.75, p<0.000). Interview data showed that the e-learning program stimulated students’ learning as the application promoted the identification and recognition of skin disorders, the use of references, creation of documents and sharing information with colleagues. ConclusionsThis study demonstrated that use of the e-learning program led to a significant improvement in basic dermatological knowledge. The underlying learning processes indicated that e-learning programs in dermatology filled a vital gap in the understanding of clinical reasoning in dermatology. These results might be useful when developing (clinical) teaching formats with a special focus on visual disciplines.

To drone or not to drone? Results of a pilot study in primary school settings

This study presents the results of a pilot project in which the use of drones for teaching primary school students was examined. In order to implement the project, a framework for their integration in teaching was developed, based on contemporary learning theories. Also, three short interventions were planned and carried out. Although teaching units from the mathematics, physics, and geography courses were selected, the underlying topic was common, namely, metric measurement conversions. The target group was 40 fifth-grade primary school students, divided into two groups. The first group was taught with the use of drones while the second was taught conventionally. Data were collected by means of evaluation sheets and a questionnaire. Results indicated that students in the drones group outperformed students in the conventional teaching group in the Maths evaluation sheet and in all the delayed post-tests. In the other two cases (Physics and Geography evaluation sheets), the results were the same. Students’ attitudes toward drones were highly positive. Finally, the implications of the findings for education are also discussed.

Group cooperative learning action research in the course of hospice care

Objective To explore the effect of action research based on group learning in hospice care module for nursing students. Methods 82 students were divided into cooperative learning group (40) and conventional teaching group (42). The cognition and attitude of good death questionnaire was used to evaluate teaching effect before and after teaching of hospice care. After teaching, self-feedback and self-feedback questionnaire were made to evaluate the effect of cooperative learning group. SPSS 17 was used to make comparison of data between groups and within groups, and t test, chi square test or Fisher exact probability 2 were also used. Results There were no difference between two groups of nurses before teaching. The students' cognitive level and attitude in cooperative learning group increased significantly, especially their cognitive level of physiological needs (t=5.398, P=0.001), cognition and attitude of death education in intervention group was higher than control group (t=2.992, P=0.004; t=3.661, P=0.001). Although 95% of the nursing students of the cooperative learning group thought group cooperative studying could improve their interests and cultivated their comprehensive abilities, only 50% could accept this kind of studying methods. Conclusions Action research based on group cooperative studying can improve students' cognitive level and attitude of good death, and it is also good for cultivating their ability of autonomous learning, innovation, cooperation, and meanwhile, educational action research is a good way to improve both teaching effect and research ability of teacher staffs, but in practice, students' acceptance of group learning needs to be improved. Key words: Nursing students; Hospice care; Group cooperative learning; Action research; Questionnaire survey

Randomized controlled trial of teaching methods: Do classroom experiments improve economic education in high schools?

ABSTRACTThe authors present results from a comprehensive field experiment at Swiss high schools in which they compare the effectiveness of teaching methods in economics. They randomly assigned classes into an experimental and a conventional teaching group, or a control group that received no specific instruction. Both teaching treatments improve economic understanding considerably, while effect sizes between teaching treatments are almost identical. However, preexisting economic competencies crucially affect learning outcomes as more competent students seem to benefit disproportionately from classroom experiments, while weaker students lose out. Supplemental data indicate that the experimental treatment crowded out time for adequately discussing the subject, which may have limited less competent students to generate a profound understanding.

Evaluation of faciocutaneous clues to systemic diseases: A learning module for Chinese undergraduate medical students

Abstract Background Medical students will encounter cutaneous lesions associated with systemic disorders during their training and career. However, there are no chapters in Chinese undergraduate medical textbooks regarding these lesions. Objective The objective of the present study was to evaluate the impact of an additional learning module about cutaneous lesions associated with systemic disorders for Chinese undergraduates. Methods In this medical course, we introduced a case-based clinical learning module. This module was evaluated with a pre-/postcourse questionnaire and a final multichoice examination. Results After learning, more students agreed that some skin lesions could serve as windows to hidden systemic diseases, and it was more important to learn how to distinguish lesions associated with systemic diseases from simplex ones. We found that the group that was provided conventional teaching plus this module scored significantly better (52.75 ± 23.96) than the conventional teaching group (40.53 ± 21.43; t = 2.370, p = 0.020) in the final multichoice examination. Conclusion Introducing this additional learning module may offer an early opportunity to explore systemic diseases from a dermatological view and is likely to lay the foundations for interdisciplinary collaboration in the future practice for medical students.

Limitations of Condensed Teaching Strategies to Develop Hand-Held Cardiac Ultrasonography Skills in Internal Medicine Residents

Advances in ultrasonographic technology have allowed for hand-held cardiac ultrasonography (HHCU) units that fit into a physician's laboratory coat. Recently, studies to educate internal medicine residents have shown promise. The optimal duration and methodology for teaching HHCU skills has not been established. Over a 1-year period, internal medicine residents were recruited during their cardiology ward rotation into a single-centre nonblinded randomized trial. The 2 condensed teaching strategies were (1) a conventional ward-based program and (2) a technology-driven simulation-based strategy. Outcomes were evaluated by (1) an objective structured clinical examination (OSCE) to evaluate interpretation ability (assessing both type I and type II error rates) and (2) demonstration of HHCU skills graded by 2 level III echocardiographers. Twenty-four internal medicine residents were randomized. After teaching, the conventional teaching group had a significant absolute increase in the ability to make a singular correct diagnosis (20%; P < 0.001). In the technology arm, making a singular correct diagnosis increased 24% from baseline (P = 0.001). Interpretation skill was not significantly different between groups. The false-positive rate increased by an absolute 14% and 17% in the conventional and technology groups, respectively (P = 0.079 and P = 0.008). Our findings suggest that HHCU interpretation skills improve after either a conventional ward-based or a technology-driven approach. However, our study emphasizes the important limitations of both teaching programs, because we detected a trend toward an increase in the false-positive rate after both approaches. This suggests that a short duration of training may not be sufficient for HHCU to be performed in a safe manner.

应用Kappa(κ)指数辅助长学制妇产科临床技能培训的研究

Objective To screened out items with large proportion of technical analysis in obstetrics and gynecology physical examination by using statistical parameters Kappa index and to evaluate effect and clinical significance of Kappa index based on objective data and students' and teachers' subjective feeling.Methods We made Kappa index screening with double-blind method and established the Kappa index table for teachers and students.Students were randomly divided into conventional teaching group (n =26) and teaching reform group (n =29).Students in conventional teaching group traditionally followed the teacher to carry on the practice while those in teaching reform group received training according to the numerical value index and had examination after training.We paid attention to each student's weak points,provided personalized guidance and communicated with students actively.Results We found that it was uneasy for beginners to quickly grasp four step obstetrics palpation in-spection according to Kappa index.There were statistical differences in operation of gynecological physical examination between two groups (P =0.016).Conclusions Application of Kappa index can help us screen out skills in the operation suitable for training for eight-year program medical students.With quantitative evaluation,we can improve quality of clinical practice teaching in department of obstetrics and gynecology and guide educational reform. Key words: Kappa index; Eight-year program medical students; Practice in department of obstetrics and gynaecology; Clinical skill training

Practice of implement of participation-based teaching method in teaching of basic skills of nursing

Objective To probe into the application effect of participation-based teaching method in teaching of basic skills of nursing. Methods The nursing undergraduate classed in 2004 and 2005 were chosen.Two classed were randomly selected in each grade as the participation-based teaching group and the conventional teaching group. The corresponding teaching modes were used in the two groups, respectively. The examination of basic skills of nursing and the questionnaire survey were regarded as the indexes evaluating the teaching effect to complete the statistical analysis. Results The examination scores of nursing skills, the activity of study and the evaluation of teaching effect had statistical meaning (P<0.01). Conclusions The application effect of participation-based teaching method in the teaching of nursing skill is obviously superior to the conventional teaching method. It is a good and interaction teaching method, inspiring the activity of study and training the integrated skill and features. This teaching method is feasible and helpful to obtain the best teaching effect. Key words: Nursing education; Participation-based teaching; Teaching research