Clinical Teaching Methods Research Articles

The Effect of Scenario-Based Group Discussion Training on the Nursing Students' Creativity: A Randomized Educational Controlled Trial.

Applying the clinical scenario teaching method using approaches such as group discussion facilitates the possibility of learning and developing creativity in a real clinical learning environment. However, few studies have been done in this field. The present study aimed to evaluate the effect of scenario-based group discussion training on the creativity level of nursing students. This study was a randomized controlled educational trial from January to October 2019 conducted on nursing students at Shiraz University of Medical Sciences. Nursing students were randomly assigned into intervention and control groups (22 per each group). The students in the intervention group participated in a training program consisting of three 60-min sessions per week for two consecutive weeks. In each session, 2-3 scenarios were presented, and the students discussed about it. Each student was asked to submit a practical activity in a written story. In the control group, the training was conducted in the usual way (Students' presentation and discussion of presented content without scenario presentation). Data were collected using a validated creativity questionnaire. Data were analyzed in SPSS software, version 22, using Chi-square and t-test and the significance level was considered p < 0.05. The results showed that immediately after the intervention, a difference was observed between the groups concerning the mean score of fluency (p = 0.02) and originality (p = 0.03), but there was not a significant difference between the groups concerning the overall score of creativity (p = 0.09). It can be concluded that scenario-based group discussion training is effective for improving the dimensions of the fluency and originality creativity of nursing students. It seems that scenario-based education is an appropriate radical method for traditional education methods. Trial Registration: IRCT Registration Number: IRCT20140503017546N13; Registration Date: 09.05.2018.

Self-perception of a clinical teaching method and satisfaction of medical students from a public university

Self-perception of a clinical teaching method and satisfaction of medical students from a public university

INTRODUCTION OF CASE-BASED LEARNING FOR TEACHING MEDICINE IN PHASE 2ND M.B.B.S. STUDENTS

Objectives: The objective of this study was to assess and compare case-based learning (CBL) with traditional teaching among phase 2 MBBS students. Methods: This study is designed as an educational interventional cross-over trial with a quantitative approach to compare two distinct clinical teaching methods at the government medical college, Pali. The primary aim is to assess the impact of CBL on the educational experiences of 2nd-year MBBS students. Results: The analysis confirms that CBL significantly improves students’ understanding and satisfaction compared to traditional teaching, offering a more effective and engaging learning experience. Conclusion: The study recommends CBL for 2nd-year medical students, as it is preferred for its engaging and effective approach to understanding and applying medical concepts.

Effectiveness of PBL Pedagogy Combined with Flipped Classroom in the Standardized Training of Resident Physicians

Objective: To analyze the application effect of the problem-based learning (PBL) teaching method combined with flipped classrooms in the standardized training of gastroenterology residents. Methods: Sixty-five resident trainees who were admitted to the Department of Gastroenterology of the hospital from January to December 2023 were selected and divided into the control group (n = 33) and the observation group (n = 32) by random number division method. The control group implemented the traditional clinical teaching method, and the observation group implemented the PBL combined flipped classroom teaching method. The study compared the two groups’ discharge learning performance, trainees’ subjective feeling score, and teaching satisfaction score index. Results: The difference in basic knowledge scores between the two groups of trainees under different teaching modes was not statistically significant (P &gt; 0.05). However, the observation group was significantly higher than the control group in terms of the differences in case analysis, clinical operation skills, and total scores, and the differences were statistically significant (P &lt; 0.05). The trainees of the observation group were more satisfied with the teaching and learning process in terms of learning efficiency, clinical thinking, communication, faculty-student collegiality, teamwork, self-study ability, classroom atmosphere, independent learning, clinical thinking and other subjective feelings of the scores are higher than the control group, the difference is statistically significant (P &lt; 0.05). The observation group teaching total satisfaction rate is 96.87%, significantly higher than the control group’s 75.75% (P &lt; 0.05). Conclusion: The application of the PBL teaching method combined with flipped classroom in the standardized training of residents is effective, which can not only significantly improve the basic theory and practical operation performance of the trainees, but also help to improve their case analysis ability, clinical thinking ability, and doctor-patient communication ability, so it is worthwhile to popularize its application in the clinical scope.

The Impact of High-Fidelity Simulator System on Bronchoscopy Operation Skills of Trainees Who Receive Refresher Training: A Teaching Study.

This study aimed to explore the impact of high-fidelity simulator (HFS) training on the bronchoscopy operation skills, confidence, stress, and learning satisfaction of trainees who further their training at endoscopy center in our hospital. The study also investigated the practical application effects of HFS training and provided a reference for the development of clinical teaching and training programs in hospitals. The 18 trainees who furthered their training at the endoscopy center were evaluated for their bronchoscopy operation skills, confidence, and stress levels before and after HFS training. A survey on learning satisfaction was conducted after the completion of HFS training. The scores of all evaluations were collected for comparison of differences before and after HFS training. HFS training improved the clinical operation skill levels and confidence of trainees who further their training at the endoscopy center, reduced their stress, and achieved 100% satisfaction from this training. Education level and department had no significant impact on trainees' operational skills and confidence improvement, and stress reduction (p > 0.05). The results of this study supported the influence of the history of endoscopy operations on the improvement of trainees' improved operational skills after HFS training, but it had no relation to the improvement of confidence and stress reduction. Trainees with a history of endoscopy operations had higher operation skill scores before and after HFS training (n = 5, 94.80 ± 2.95 and 97.60 ± 1.82, respectively) than those without a history of endoscopy operations (n = 13, 80.62 ± 2.53 and 86.38 ± 2.82, respectively), and the difference was significant (p < 0.05). HFS training is an effective clinical teaching method that can significantly improve trainees' bronchoscopy operation skills and confidence, reduce stress, and achieve high levels of satisfaction.

Changes in rehabilitation students’ clinical placement and clinical competence at graduation during the COVID-19 pandemic: A pilot study

BACKGROUND: The COVID-19 pandemic has affected physical and occupational therapist education in various ways. OBJECTIVE: This study investigated whether the pandemic changed clinical placement, thus influencing the clinical competence of physical and occupational therapists at a hospital in Japan. METHODS: Eleven therapists (seven physical and four occupational) participated in this study in April 2021. Clinical placement teaching methods were surveyed using an online questionnaire. The Objective Structured Clinical Examination (OSCE), comprising attitudinal and technical items, was used to examine clinical competence. The results were calculated as the sum of the attitudinal and technical scores, and the ratios of these scores to the full score were compared using a paired-sample Wilcoxon signed-rank test. RESULTS: During the pandemic, some schools implemented shortened practical clinical placements. The substituted classes included online-only classes and combined online and face-to-face classes. Regarding clinical competence, scores on the OSCE were mostly high. The median proportion of the total attitudinal score to the perfect score was 100% for all three items (range-of-motion test, muscle strength test, Stroke Impairment Assessment Set). The median proportion of the total technical score to the perfect score ranged from 56.7% to 76.7% for the three items. The ratio of the total attitudinal score to the full score was significantly higher than that of the total technical score to the full score (p = 0.001). CONCLUSIONS: Most clinical placements were canceled or partially administered through online learning during the pandemic. This decrease in clinical placements did not affect newly recruited physical and occupational therapists’ clinical competence.

A Study on the Application of Clinical Pathway Teaching Method in Teaching Gastroenterology Nursing Interns

Objective: To investigate the application effect of the clinical pathway teaching method in the teaching of gastroenterology nursing interns. Methods: 36 interns from the Department of Gastroenterology of our hospital from July 2022 to April 2023 were selected as the study subjects and divided into the control group and the study group (n = 18 each) by randomized grouping method. The control group was given conventional teaching methods and the study group adopted clinical pathway teaching methods. The effect of internship in the two groups was compared. Results: Under the influence of the clinical pathway teaching method, the theoretical knowledge achievement and practical skills of interns in the study group were higher than those in the control group, and the difference was statistically significant (P &lt; 0.05). Conclusion: Compared with the conventional teaching mode, the use of the clinical pathway teaching method in the teaching of nursing interns in gastroenterology can not only realize the optimization and innovation of traditional teaching means, but also mobilize the interns’ enthusiasm, improve their learning interest, and promote the comprehensive improvement of theoretical knowledge and practical skills.

Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching

Purpose: To analyze the role of the seminar teaching method + case-based learning (CBL) teaching method + problem-based learning (PBL) teaching method in oral clinical nursing teaching. Methods: 13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group, adopting conventional nursing teaching methods; 13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group, adopting the seminar + CBL + PBL teaching method. The teaching effects were compared between the two groups. Results: All assessment scores of the observation group were higher than those of the control group; all teaching satisfaction levels were higher than those of the control group (P &lt; 0.05). Conclusion: Adopting the seminar + CBL + PBL teaching method during oral clinical nursing teaching can improve nursing students’ assessment scores, strengthen their core competencies, and enhance teaching satisfaction.

Development and evaluation of a "simulator-based" ultrasound training program for university teaching in obstetrics and gynecology-the prospective GynSim study.

This study addresses the challenges of ultrasound education in obstetrics and gynecology, focusing on the potential benefits of simulation techniques in medical training. Aiming to evaluate the impact of a structured simulator-based training program, this prospective, randomized, interventional study examines its effects on educational outcomes for 5th year medical students. A total of 153 medical students were randomized into two groups: one receiving both theoretical instruction and hands-on ultrasound simulator training (study group), and the other receiving only theoretical instruction (control group). The study assessed theoretical knowledge and practical skills at two time points: upon enrollment and at the end of the course. The practical skills were specifically evaluated using a dedicated test on the ultrasound simulator. Out of 153 students, 113 completed the study (study group n=59, control group n=54). The students in the study group demonstrated a greater improvement in theoretical test scores. They also achieved better results at the practical test, with regard to image quality, accuracy, and efficiency. Both groups showed an increase in self-confidence and competency in performing ultrasound examinations independently. Students expressed high satisfaction with the course and a positive attitude toward simulator-based training. Simulator-based training presents a valuable supplement to traditional clinical education methods in obstetrics and gynecology. This approach is particularly effective in overcoming the challenges posed by the sensitive nature of gynecological examinations in medical student training. The study highlights the benefits of integrating simulator-based methods into medical curricula, improving both theoretical and practical ultrasound skills among students.

Application of PBL combined with CBL teaching method in clinical teaching of vascular surgery.

As medical education evolves, Problem-Based Learning (PBL) and Case-Based Learning (CBL) methodologies have emerged as vital pedagogical tools. This study aims to delve into the application and effectiveness of a hybrid PBL-CBL approach in clinical teaching for vascular surgery. By conducting a comparative analysis through concrete teaching practices, this research evaluates the impact on students' clinical knowledge retention, advancement in clinical reasoning skills, and proficiency in resolving real-world clinical challenges. The findings reveal that the integrated PBL-CBL methodology substantially enhances learning outcomes in vascular surgery clinical teaching, ultimately fostering significant development in students' comprehensive clinical abilities.

Application of Three-Stage Hierarchical Teaching Method in Clinical Teaching of Rehabilitation Department of Traditional Chinese Medicine

Application of Three-Stage Hierarchical Teaching Method in Clinical Teaching of Rehabilitation Department of Traditional Chinese Medicine

Application of the “Three Threes” Method in Clinical Teaching of Internal Jugular Vein Puncture

Application of the “Three Threes” Method in Clinical Teaching of Internal Jugular Vein Puncture

Barriers and Facilitators Experienced by Undergraduate Nursing Faculty Teaching Clinical Judgment: A Qualitative Study.

Clinical judgment is declining in new graduate nurses, which affects patient safety and is therefore tested on the Next Generation NCLEX. There is limited research describing barriers and facilitators impacting nursing faculty's experiences teaching clinical judgment. The purpose of this study was to explore barriers and facilitators affecting undergraduate nursing faculty's clinical judgment teaching methods. Sixteen qualitative interviews were conducted with full-time nursing faculty at seven universities in the Northeast and Southeast regions of the United States. The findings revealed program, student, and faculty factors affecting clinical judgment teaching methods. Subthemes included time, class size, students' class preparation, critical thinking, task orientation, professional development, and faculty resistance. Minimizing barriers and strengthening facilitators based on participants' practices and previous research can support more effective clinical judgment pedagogy, which has the potential to achieve Next Generation NCLEX success and potentially increase patient safety.

The effect of "clinical virtual round" on clinical self-efficacy among midwifery students.

One of the methods of clinical education is clinical rounds which makes students more skilled in the comprehensive care of patients. since midwifery students are faced with low-risk and high-risk cases of mothers during the perinatal period, Therefore, it is necessary to pay attention to their clinical self-efficacy. The aim of this study was to determine. The effect of "clinical virtual round" on clinical self-efficacy among midwifery students. The study was experimental with the control group design. The subjects were randomly divided into the intervention (n = 30) and control (n = 30) groups. two groups received clinical virtual round and report back model (respectively). subjects in both groups responded to the 20-item clinical self-efficacy Questionnaire, before and after the intervention. Data were analyzed with paired t-test and t-student by SPSS v 22. The baseline mean ± SD scores for clinical self-efficacy in interventional and control groups were 10.1 ± 1.32, and 10.1 ± 3.05 respectively (P = 0.233). clinical virtual round increased clinical self-efficacy (65.1 ± 1.42) of midwifery students compared with the control group (11.1 ± 1.72) (P = 0.002). According to this study's results, it is recommended that clinical virtual rounds can be increasing clinical self-efficacy among midwifery students.

手术室实习护士临床教学方法研究进展

手术室实习护士临床教学方法研究进展

Why include Case-based Learning in the medical curriculum? &amp;ndash; A review

Introduction: Clinical teaching is an irreplaceable component of medical education. It takes place through many teaching–learning methodologies in various settings such as the bedside, classrooms, and the community. Case-based Learning is a method which had been devised to fill the gaps seen in bedside teaching where learning is mostly opportunistic. CBL evolves around pre-selected typical cases from an existing collection through small-group discussions.Method: The objective of the study was to identify the positive features of CBL in clinical education. A narrative review was done to search articles on PubMed and Google Scholar between 2018 and 2023. The search terms were ‘case-based learning’ ‘clinical education’ and ‘medical curriculum’.Results: The narrative review identified articles (n=14) relevant to our study. Case-based learning and discussion were seen as an effective and acceptable learning tool by medical students. It helped them to gain clinical reasoning skills which are critical in clinical decision-making and management. Exposure to case-based learning scenarios, allowed them to relate basic sciences to clinical sciences. Students were able to recollect the concepts that they had learnt by correlating them with case scenarios in a stress-free environment enhancing their critical thinking abilities. It promoted collaborative learning skills among students.Conclusion: CBL was perceived as a good learning tool by students. It is possible to combine CBL with other traditional clinical teaching methods such as bedside teaching. The case-based learning approach promotes recapitulating the basic concepts learned, relating them to a clinical scenario that results in the consolidation of the concepts.

Study on the Evaluation Index System and Training Method of Master of Nursing Specialists Graduate Students’ Clinical Practice Ability

To understand the clinical practice ability index system and training program of Master of Nursing Specialists (MNS) at home and abroad. We search the relevant literature and the websites of relevant nursing colleges, and summarize the relevant contents of clinical practice ability training of MNS through literature analysis and case study. The cultivation of clinical practice ability of Master of Nursing Specialists at home and abroad includes clinical practice ability evaluation index, clinical practice time, clinical practice content, teaching methods and assessment methods. In the training process of MNS clinical practice ability, the formulation of practice content and time does not reflect the characteristics of the MNS, and the assessment method lacks objectivity.

Clinical teaching practices in maternal mental health care: An integrated review.

WHAT IS KNOWN ABOUT THE TOPIC?: Mental health-related problems in pregnancy are now becoming a global health concern. However, most studies have reported that midwives are unable to assess and support maternal mothers due to poor preservice education. The findings of these studies needed to be explored further from the available literature to address the gap. WHAT DOES THE PAPER ADD TO EXISTING KNOWLEDGE?: The paper has identified maternal mental health core competencies and innovative clinical teaching strategies that nurse educators can utilize when supporting students theoretically and during clinical practice so that students should be adequately prepared for maternal mental health practice. Challenges and recommendations for clinical teaching were also identified. However, there are still gaps in the literature related to the effectiveness of teaching strategies to promote competence acquisition in maternal mental health. WHAT ARE THE IMPLICATIONS FOR EDUCATION?: The study results can be used by nurse educators to develop effective clinical teaching practices in maternal mental health care. The findings can be used in the development of best clinical teaching guidelines for maternal or perinatal mental health to be used by nurse educators for the undergraduate midwifery training programmes. ABSTRACT: Introduction Maternal mental health problems are commonly experienced by women; however, they are usually not adequately recognized and treated by midwives in Malawi. Evidence suggests poor preservice education by nursing colleges which affects the development of essential maternal mental health competencies. Aim The aim of the study was to review existing evidence on clinical teaching practices by nurse educators in teaching student midwives maternal mental health care. Method Integrative review method was used, and various databases were searched. Out of 1768 articles, 27 research articles met the inclusion criteria. The critical appraisal skills programme checklist tools were used to assess data quality. Thematic analysis was done by comparing, grouping and integrating data. Results Six themes emerged, namely: core maternal mental health competencies, professional regulation, interactive teaching strategies, collaborative partnerships, capacity building and shortage of resources. Discussion Clinical teaching is an important aspect of midwifery education. Utilizing student-centred teaching approaches helps students acquire competencies in maternal mental health care. Further research is required to identify the effectiveness of the clinical teaching methods. The Implication to Practice The study results can assist nurse educators to provide comprehensive clinical teaching practices in maternal mental health care which will aid in the development of maternal mental health competencies among student midwives.

Research on the Application of Problem-Based Learning (PBL) Teaching Method in Clinical Emergency Teaching

Objective: To explore the application advantages of problem-based learning (PBL) teaching method in clinical emergency teaching. Methods: Two classes of students in the five-year clinical medicine major of our university were selected as the research subjects and divided into two groups according to different teaching methods. Among them, 50 students who received the traditional teaching method constituted the control group, while 52 students who received the PBL teaching method constituted the observation group. After one semester, an exam was conducted to assess their theoretical knowledge and first-aid practical skills, and evaluate their clinical thinking skills. At the same time, a teaching satisfaction questionnaire was distributed to evaluate the teaching satisfaction. Results: The results of the t-test showed that the observation group was significantly higher than the control group in terms of theoretical assessment, first aid practical assessment, and clinical thinking skills, and the differences were statistically significant (P &lt; 0.05). The results of the χ2 test showed that the difference in teaching satisfaction between the observation group and the control group was statistically significant (P &lt; 0.05), and the teaching satisfaction in the observation group was significantly higher than the control group. Conclusion: Compared with traditional teaching methods, applying PBL teaching method in clinical emergency teaching can achieve more significant teaching effects. Students’ mastery of theoretical knowledge, first aid practical skills, and clinical thinking skills can be effectively strengthened, and it is conducive to improving teaching satisfaction.

Patients' attitudes to bedside teaching after the COVID-19 pandemic.

Bedside teaching (BST) is a method of structured clinical teaching where the patient is central in education. We had previously explored the patients' perceptions of BST using both a qualitative research study and validation of a questionnaire, both showing strong support by patients for BST once basic rules of respect and confidentiality are followed. With the COVID-19 pandemic, clinical education transitioned to online/virtual learning. The aim of this study was to explore patients' attitudes towards reintroduction of BST as the pandemic restrictions have lifted. Patients were invited to complete a validated questionnaire exploring their attitudes towards BST. A descriptive analysis was performed. Results were compared to a previous study performed before the COVID-19 pandemic. Four hundred patients consented to complete the questionnaires. Participants included women attending for antenatal (40%), postnatal (33%) and gynaecology issues (28%). Most patients (> 94%) reported that they were happy to be involved in BST. Patients believed that they should not be asked to participate in BST should they feel stressed or unwell (69%). These findings were the same as our previous study, performed prior to the pandemic. This study shows extensive and persisting patient support for BST. BST is unique in that it allows students to gain a deeper understanding of the disease which are hard to elicit through online/virtual methods.