Volume 22 Issue 4
Apr.  2024
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Article Navigation >  Chinese Journal of General Practice  > 2024  >  22(4): 682-684
XIE Fuchen, ZHANG Taizhe, QIU Zhaolei, DOU Hehe, JIAO Yumeng, XUAN ling, WANG Zhengjie. Application of competency-based and diversified teaching methods in clinical teaching of emergency surgery[J]. Chinese Journal of General Practice, 2024, 22(4): 682-684. doi: 10.16766/j.cnki.issn.1674-4152.003479
Citation: XIE Fuchen, ZHANG Taizhe, QIU Zhaolei, DOU Hehe, JIAO Yumeng, XUAN ling, WANG Zhengjie. Application of competency-based and diversified teaching methods in clinical teaching of emergency surgery[J]. Chinese Journal of General Practice, 2024, 22(4): 682-684. doi: 10.16766/j.cnki.issn.1674-4152.003479
shu

Application of competency-based and diversified teaching methods in clinical teaching of emergency surgery

doi: 10.16766/j.cnki.issn.1674-4152.003479
  • 1.

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

Funds:

 2020jyxm1202

 2021jyxm0949

  • Received Date: 2023-12-08
    Available Online: 2024-05-29
    Abstract
  •   Objective  This study aims explore the effect of professional competence-oriented diversified teaching methods in the clinical teaching of emergency surgery.  Methods  A total of 60 students of Grade 2018 practicing in the Emergency Surgery Department of our hospital were selected as participants for this study. They were randomly divided into 2 groups: an experimental group consisting of 30 students who received diversified teaching methods oriented by professional competence, and a control group consisting of 30 students who were instructed by traditional teaching methods in clinical teaching. The evaluation results of theory, practical skills, humanistic care, as well as the assessments from teachers and interns, were compared between the two groups.  Results  The interns in the experimental group demonstrated higher test scores in theory (80.93±5.30), practical skills (81.43±5.39), humanistic care (81.33±5.65), and other comprehensive ability examinations compared to the control group (70.77±6.86, 71.03±6.69, 72.30±6.75), with statistically significant (P < 0.05). The clinical teachers ' evaluations of the experimental group ' s basic clinical ability, knowledge acquisition and application, doctor-patient communication, teamwork, and information management abilities were all higher than those of the control group (P < 0.05). The satisfaction score of the experimental group (96.77±2.22) was significantly higher than that of the control group (90.90±2.50, P < 0.05). Furthermore, all the interns in the experimental group acknowledged the effectiveness of the diversified teaching method oriented by professional competence.  Conclusion  The application of diversified teaching methods oriented by professional competence in clinical teaching of emergency surgery benefits the acquisition of theoretical knowledge, skill proficiency, and humanistic care, while also fostering the vocational competency of medical students. Therefore, the widespread adoption of these methods in clinical teaching of emergency surgery in recommended.

     

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