Volume 20 Issue 11
Nov.  2022
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Article Navigation >  Chinese Journal of General Practice  > 2022  >  20(11): 1947-1949
LIU Shao-feng, ZUO Xiu-ling, HE Chi-yi, NIU Xiao-ping. Application of discussion teaching of difficult cases in clinical teaching of gastroenterology[J]. Chinese Journal of General Practice, 2022, 20(11): 1947-1949. doi: 10.16766/j.cnki.issn.1674-4152.002743
Citation: LIU Shao-feng, ZUO Xiu-ling, HE Chi-yi, NIU Xiao-ping. Application of discussion teaching of difficult cases in clinical teaching of gastroenterology[J]. Chinese Journal of General Practice, 2022, 20(11): 1947-1949. doi: 10.16766/j.cnki.issn.1674-4152.002743
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Application of discussion teaching of difficult cases in clinical teaching of gastroenterology

doi: 10.16766/j.cnki.issn.1674-4152.002743
  • 1.

    Department of Gastroenterology, the First Affiliated Hospital of Wannan Medical College, Wuhu, Anhui 241000, China

Funds:

 2020jyxm2110

  • Received Date: 2021-12-11
    Available Online: 2022-12-30
    Abstract
  •   Objective  To summarize the experience of discussion teaching of difficult cases in clinical teaching, look forward to its popularization value, and prepare for the application and evaluation of specialist training base.  Methods  This paper reviewed the practical experience of the discussion teaching of difficult cases in clinical teaching of Department of Gastroenterology of the First Affiliated Hospital of Wannan Medical College over the past 5 years. Then, this paper summarized the teaching preparation, teaching implementation process and feedback results of the teaching effect. Finally, the significance and advantages of this teaching method were analysed and its value prospected. The feedback on the teaching effect was carried out using small teacher-student seminars and anonymous questionnaires.  Results  The discussion teaching of difficult cases had been continuously improved in the process of practice, and was incorporated into the Department Teaching System for management. The systems formulate detailed requirements for the preparation and process of teaching. The teachers and students agreed that this teaching method could mobilize the students' or residents' learning initiative and enthusiasm, so that they could better master theoretical knowledge and improve their clinical thinking ability. The questionnaire on teaching effect showed that more than 80% of students or residents believed that the ability to diagnose and treat difficult diseases had been significantly improved, more than 90% of the students or residents thought that the role of this teaching method cloud not be replaced by other methods such as teaching rounds. It is agreed that it should be used as a fixed teaching method. Moreover, a small number of students (1.2%) suggested that it should be carried out once every two months to avoid increasing the learning burden caused by excessive frequency.  Conclusion  The discussion teaching of difficult cases is an important clinical teaching method. It should be carried out and implemented in the teaching base for resident and standardised training hospitals.

     

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