Volume 20 Issue 6
Jun.  2022
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Article Navigation >  Chinese Journal of General Practice  > 2022  >  20(6): 1045-1048
MA Zhen-zeng, SHOU Guang-li, GU Lin, ZHU Yu, YAN Shan-jun, WANG Qi-zhi, DENG Min, WANG Jian-chao, ZHAO Rui, WANG Meng. Application and effect evaluation of integrated medicine-oriented teaching mode in gastroenterology teaching[J]. Chinese Journal of General Practice, 2022, 20(6): 1045-1048. doi: 10.16766/j.cnki.issn.1674-4152.002520
Citation: MA Zhen-zeng, SHOU Guang-li, GU Lin, ZHU Yu, YAN Shan-jun, WANG Qi-zhi, DENG Min, WANG Jian-chao, ZHAO Rui, WANG Meng. Application and effect evaluation of integrated medicine-oriented teaching mode in gastroenterology teaching[J]. Chinese Journal of General Practice, 2022, 20(6): 1045-1048. doi: 10.16766/j.cnki.issn.1674-4152.002520
shu

Application and effect evaluation of integrated medicine-oriented teaching mode in gastroenterology teaching

doi: 10.16766/j.cnki.issn.1674-4152.002520

  • Department of Gastroenterology, The First Affiliated Hospital of Bengbu Medical College, Bengbu, Anhui 233004, China

Funds:

 2020jyxm1195

  • Received Date: 2022-01-06
    Available Online: 2022-09-21
    Abstract
  •   Objective  Digestive diseases are so complex that the traditional method of teaching cannot easily improve the level of students' learning and problem-solving ability in clinical practice. The purpose of this study is to investigate the application and evaluate the effect of integrated medicine-oriented teaching mode in gastroenterology teaching.  Methods  From January 2021 to December 2021, 140 medical students practicing in the gastroenterology department were included as research subjects and randomly divided into the control (n=70) and experimental groups (n=70). The control group was given the same teaching content of the experimental group via traditional teaching method. However, the experimental group was taught with integrated medicine as the guiding ideology. The results were analysed via theoretical examination of digestive diseases and medical record analysis and mini-CEX, and questionnaire was used to evaluate students' teaching effect and satisfaction.  Results  The scores of theoretical examination and medical record analysis in the experimental group were (45.16±4.37) points and (42.71±5.05) points, respectively. However, those in the control group were (43.57±3.81) points and (40.44±4.32) points, respectively. The scores in the experimental group were higher than those in the control group (all P < 0.05). For the mini-CEX test, the scores of the experimental group, including medical history collection, physical examination, disease diagnosis, doctor-patient communication skills, humanistic care, organisational efficiency and overall performance, were higher than those in the control group (all P < 0.01). The results showed that there were 29 very satisfied and 35 satisfied persons in the experimental group, respectively; while there were 20 very satisfied and 29 satisfied persons in the control group, respectively; and the satisfaction in the experimental group was higher than that in the control group (P < 0.01). The integrative medical-oriented teaching mode significantly improved the medical history collection and practical problem-solving ability, deepened the understanding of theoretical knowledge, facilitated the combination of theoretical knowledge with clinical practice, and improved their learning initiative (P < 0.01).  Conclusion  Integrated medicine-oriented teaching mode has significant teaching effect in the teaching of digestive diseases, which is beneficial to improve the theoretical examination results and the ability of analysing medical records and to cultivate students' ability of medical history collection.

     

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