Application of reflective teaching combined with NCCBL in pediatric surgical teaching

CHEN Fangfang; ZHANG Yu; WANG Yu; SONG Tao

doi:10.16766/j.cnki.issn.1674-4152.003351

Volume 22 Issue 1

Jan. 2024

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Article Navigation > Chinese Journal of General Practice > 2024 > 22(1): 144-147

CHEN Fangfang, ZHANG Yu, WANG Yu, SONG Tao. Application of reflective teaching combined with NCCBL in pediatric surgical teaching[J]. Chinese Journal of General Practice, 2024, 22(1): 144-147. doi: 10.16766/j.cnki.issn.1674-4152.003351

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CHEN Fangfang, ZHANG Yu, WANG Yu, SONG Tao. Application of reflective teaching combined with NCCBL in pediatric surgical teaching[J]. Chinese Journal of General Practice, 2024, 22(1): 144-147. doi: 10.16766/j.cnki.issn.1674-4152.003351

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Application of reflective teaching combined with NCCBL in pediatric surgical teaching

doi: 10.16766/j.cnki.issn.1674-4152.003351

Department of Pediatric Surgery, the First Affiliated Hospital of Bengbu Medical University, Bengbu, Anhui 233004, China

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2020jyxm1213

Received Date: 2023-02-02
Available Online: 2024-03-09

Abstract

Abstract

Objective To explore the application and effect of reflective teaching combined with negative clinical case-based learning (NCCBL) in pediatric surgery teaching. Methods A total of 32 trainees who were trained in the pediatric surgery department in the First Affiliated Hospital of Bengbu Medical University in 2021 were set as a control group and the routine practice teaching method was implemented. In addition, a total of 29 trainees who were trained in the pediatric surgery department in the First Affiliated Hospital of Bengbu Medical University in 2022 were selected as the observation group, and the reflective teaching method combined with NCCBL was adopted. The results of the scientific examination, the recognition of teaching methods, and the assessment of self-ability improvement were compared between the two groups. Results The theoretical scores of the observation group and the control group were 89.00 (85.00, 93.00) and 79.59 (75.00, 85.75), respectively, with a statistically significant difference (P < 0.05). The scores of clinical comprehensive quality assessment in the observation group were better than those in the control group (P < 0.05). The observation group had higher self-evaluation of the improvement of learning interest, clinical thinking ability, literature review ability, teamwork ability, and reflective thinking ability than the control group, the differences were statistically significant (P < 0.05). The satisfaction of teaching methods in the observation group was significantly higher than that in the control group (P < 0.05). Conclusion In the process of pediatric surgery teaching, we can use reflective teaching combined with NCCBL as a means to break the conventional teaching method, which can fully mobilize the students' learning enthusiasm, improve the teaching quality, to achieve excellence as well as research. As we all know, teaching is learning.
- Reflective teaching,
- Negative clinical case-based learning,
- Teaching,
- Pediatric surgery

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References

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Application of reflective teaching combined with NCCBL in pediatric surgical teaching

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