Chinese Journal of Medical Education

Chinese Journal of Medical Education >

2017 , Vol. 37 >Issue 3: 407 - 410

DOI: https://doi.org/10.3760/cma.j.issn.1673-677X.2017.03.019

Application of two teaching methods in clinical clerkship in geriatrics

  • Ge Wei ,
  • Wang Qian ,
  • Wang Xiaoming ,
  • Zhang Qian ,
  • Xue Mingtao ,
  • Li Cui ,
  • Wang Yanni
Expand
  • Department of Geriatrics, Xijing Hospital, the Fourth Military Medical University, Xi'an 710032, China(Ge W, Wang XM, Zhang Q, Xue MT, Li C, Wang YN);
    Grade 2012, Clinical Medicine Major, the Fourth Military Medical University, Xi'an 710032, China(Wang Q)

Online published: 2020-12-09

Fold

Abstract

Objective To investigate the effect of case-based learning (CBL) and What-Why-How-How do (W2H2) thinking training in clerkship in geriatrics department.Methods 45 clerkship students in the department of geriatrics were randomly divided into CBL+ W2H2 teaching group (n=23) and traditional teaching group (n=22). At the end of clerkship,theoretical examination,clinical case writing examination and questionnaire were carried out.Results The scores of students in CBL+W2H2 teaching group were higher than those in traditional teaching group. In addition, the learning initiative, the ability of doctor-patient communication and self-confidence of students in CBL+W2H2 teaching group were better than those in traditional teaching group.Conclusions Combined teaching methods of CBL and W2H2 thinking training can improve the teaching quality in the clinical clerkship in geriatrics department.

Key words： Geriatrics; Clinical clerkship; Case-based learning; Teaching method

Cite this article

Ge Wei , Wang Qian , Wang Xiaoming , Zhang Qian , Xue Mingtao , Li Cui , Wang Yanni . Application of two teaching methods in clinical clerkship in geriatrics[J]. Chinese Journal of Medical Education, 2017 , 37(3) : 407 -410 . DOI: 10.3760/cma.j.issn.1673-677X.2017.03.019

References

[1] Hay PJ, Katsikitis M. The ‘expert' in problem-based and case-based learning: necessary or not[J]？ Med Educ, 2001, 35(1): 22-26. DOI: 10.1046/j.1365-2923.2001.00679.x.
[2] Hodges LC. From problem-based learning to interrupted lecture: Using case-based teaching in different class formats [J]. Biochem Mol Biol Educ, 2005, 33(2): 101-104.
[3] 丁国芳, 杨最素, 闫海强, 等. 以案例为基础学习教学方法在人体解剖学教学中的应用[J]. 中华医学教育杂志, 2011, 31(3): 391-393. DOI: 10.3760/cnm.j.issn.1673-677X.2011.03.025.
Ding GF, Yang ZS, Yan HQ, et al. Research and practice on the teaching of case-based learning courses in human anatomy[J]. Chin J Med Edu, 2011, 31(3): 391-393. DOI: 10.3760/cnm.j.issn.1673-677X.2011.03.025.
[4] 彭慧琴, 危晓莉, 毛峥嵘, 等. 案例教学法结合W2H2思维教学法在比较形态学实验教学中的应用[J]. 基础医学与临床, 2015, 35(10): 1437-1439.
Peng HQ, Wei XL, Mao ZR, et al. The application of combined teaching method of case-based learning and W2H2 thinking-type learning in the comparative morphology experiment teaching[J]. Basic & Clinical Medicine, 2015, 35(10): 1437-1439.
[5] 苏娟, 田昆仑, 唐兰兰, 等."W2H2"思维网络法在病理生理学教学中的应用[J]. 四川生理科学杂志,2008, 30(2): 92-93.
[6] Lee BF, Chiu NT, Li CY. Value of case-based learning in a nuclear medicine clerkship[J]. J Am Coll Radiol, 2013, 10(2) : 135-141. DOI: 10.1016/j.jacr.2012.07.015.
[7] Lutsky K, Glickel SZ, Weiland A, et al. What every resident should know about wrist fractures: case-based learning[J]. Instr Course Lect, 2013, 62: 181-197.
Options
Outlines

/

〈 〉