Abstract: In order to adapt to modern society's requirements for medical personnel in clinical teaching should focus on student ability. Department of Neurology clinical practice with teaching, a series of exploration and practice, the use of PBL teaching mode, with the help of multimedia and other auxiliary teaching tools, the use of interactive teaching and learning methods, to fully mobilize the enthusiasm of students, training of clinical thinking right, improve the students to analyze and solve problems.
Paper Keywords: Neurology; clinical practice; PBL pedagogy; multimedia teaching
Practice Class is the class of medical students will learn the theoretical knowledge to clinical practice, the first step, the aim is to consolidate classroom teaching of knowledge, develop their clinical thinking right way is to grow as a medical student from a qualified physician important stage.
Clinical Neurology is based on neuroanatomy, neurophysiology, neuropathology, nerve biochemistry and other basic subjects on clinical specialization, teaching contents, abstract and not easy to understand, find and explore practical and effective way of good teaching particularly important. University Hospital of Nantong student teaching in a series of exploration attempt to make full use of PBL teaching mode, combined with multimedia courseware and other auxiliary teaching tools, the use of interactive teaching and learning methods, to fully mobilize the enthusiasm of students achieved better effect.
A, PBL teaching applications
Problem-based pedagogy (Problem-BasedLearning, PBL) is a problem-centered, under the guidance of teachers by students independent thinking, discussion, exchange, etc., the problem of teaching to think, explore, solve, extension and development teaching methods, is a new modern teaching. The author of Neurology, Clinical application of PBL teaching during student teaching, get a good teaching results.
(A) Select a typical case
In accordance with the curriculum requirements, select the common disease, such as the typical parts of the cerebral infarction, cerebral hemorrhage, acute myelitis. Led the students in history taking and physical examination were related. Generally based on a student asked about the history of patients and their relatives, and then add the other members of the group asked. Nervous system by another medical examination of students, teachers who do not regulate the action pointing to the side, faced the typical signs, such as Parkinson's patients showed a lead pipe-like muscle tension and stiffness, can be arranged several students to experience, provided that the communication with patients so as not to cause offense and not a good match. Inquiry or examination if the student is missing or wrong, among students can complement each other, until all the students that no omissions and errors until the final prompt appropriate by teachers and supplements.
(B) of question design
Student class the previous week proposed the theory of diseases related to student issues, such as the typical damage to the internal capsule, brain stem lesion cases, make the internal capsule, brain stem infarction, brain hemorrhage the main symptoms? And use it as clues Why have these symptoms occur? the corresponding anatomical basis for that? what can lead to cerebral infarction and cerebral hemorrhage? how to locate this case, qualitative diagnosis? how to identify cerebral infarction and cerebral hemorrhage and other related diseases and a series of problems, will be prepared in case the information and pictures to students, for students to review the relevant neuroanatomy, neurophysiology and other knowledge, to request access to information and press the case in question intend to speak. In the process of answering the question enthusiasm and stimulate learning interest and improve their clinical thinking.
Paper Keywords: Neurology; clinical practice; PBL pedagogy; multimedia teaching
Practice Class is the class of medical students will learn the theoretical knowledge to clinical practice, the first step, the aim is to consolidate classroom teaching of knowledge, develop their clinical thinking right way is to grow as a medical student from a qualified physician important stage.
Clinical Neurology is based on neuroanatomy, neurophysiology, neuropathology, nerve biochemistry and other basic subjects on clinical specialization, teaching contents, abstract and not easy to understand, find and explore practical and effective way of good teaching particularly important. University Hospital of Nantong student teaching in a series of exploration attempt to make full use of PBL teaching mode, combined with multimedia courseware and other auxiliary teaching tools, the use of interactive teaching and learning methods, to fully mobilize the enthusiasm of students achieved better effect.
A, PBL teaching applications
Problem-based pedagogy (Problem-BasedLearning, PBL) is a problem-centered, under the guidance of teachers by students independent thinking, discussion, exchange, etc., the problem of teaching to think, explore, solve, extension and development teaching methods, is a new modern teaching. The author of Neurology, Clinical application of PBL teaching during student teaching, get a good teaching results.
(A) Select a typical case
In accordance with the curriculum requirements, select the common disease, such as the typical parts of the cerebral infarction, cerebral hemorrhage, acute myelitis. Led the students in history taking and physical examination were related. Generally based on a student asked about the history of patients and their relatives, and then add the other members of the group asked. Nervous system by another medical examination of students, teachers who do not regulate the action pointing to the side, faced the typical signs, such as Parkinson's patients showed a lead pipe-like muscle tension and stiffness, can be arranged several students to experience, provided that the communication with patients so as not to cause offense and not a good match. Inquiry or examination if the student is missing or wrong, among students can complement each other, until all the students that no omissions and errors until the final prompt appropriate by teachers and supplements.
(B) of question design
Student class the previous week proposed the theory of diseases related to student issues, such as the typical damage to the internal capsule, brain stem lesion cases, make the internal capsule, brain stem infarction, brain hemorrhage the main symptoms? And use it as clues Why have these symptoms occur? the corresponding anatomical basis for that? what can lead to cerebral infarction and cerebral hemorrhage? how to locate this case, qualitative diagnosis? how to identify cerebral infarction and cerebral hemorrhage and other related diseases and a series of problems, will be prepared in case the information and pictures to students, for students to review the relevant neuroanatomy, neurophysiology and other knowledge, to request access to information and press the case in question intend to speak. In the process of answering the question enthusiasm and stimulate learning interest and improve their clinical thinking.
(C) of the cases discussed
After completion of history taking and physical examination, and guide students to problem-centered group discussions. Let history taking and physical examination of the students were to report, summarize and analyze the patient's medical history and clinical features, proposed the initial clinical diagnosis and differential diagnosis and its basis, development of treatment programs. Each student spoke for the problem, and discuss with each other, in the process to encourage students to make their own different views and a variety of related issues. Finally, sum up by teachers, with cases to explain the cause of the disease pathology, clinical manifestations, diagnosis and treatment, such as basic knowledge related to the blood supply to the brain Gao and a branch artery blood flow interruption focal nervous system corresponding to the performance of simple neuroanatomical review. Discussion of the student, in a targeted manner to explain common problems learning to further strengthen the basic content of the class and learning points, and correct some common errors, fuzzy concept, difficult discussion and analysis of them. Because students in the preview and discussion of the case study itself has been able to answer most questions on a number of difficult and unclear questions with lectures, easy to teach the process of teachers have been inspired, which can improve the quality of learning and teaching effectiveness . Through the pre-class preparation, class discussion to highlight the process, students acquire new knowledge in the firm, but also learned how to analyze the initial problem-solving clinical problems and ways of thinking, and strengthen the students probing the ability of knowledge and problem-solving .
Second, the multimedia application in teaching during the probationary
To practice-based clinical practice, teaching the theory can not be equivalent to the detailed and comprehensive. But for students who are new to clinical, to be able to immediately grasp the location, diagnosis very difficult. How can we help students understand and remember it vividly? Addition to PBL teaching, greatly benefits the clever use of multimedia.
In peacetime work on some of the rare diseases ward of the typical symptoms and signs using a video camera or digital camera record, combined with CT, MRI and other imaging data, in the student teaching full advantage of these valuable data, combined with the anatomical model Internet download of pictures and three-dimensional animation, shown by the form of multimedia. Particularly Parkinson's disease, multiple sclerosis, hereditary ataxia and other diseases rarely seen in the wards, out through the media image of the display to help students understand and remember, greatly increased interest in learning, very good.
Third, learn about new technologies, speed up the updating of knowledge
With the rapid development of medical science, new technologies, new ideas with each passing day, as with the medical model, teachers should change in a timely manner to new knowledge, new ideas to pass to students, particularly with undergraduate research and clinical characteristics of room to help students understand progress and development disciplines. Endovascular treatment is both the country and the world Neurological attention of new technologies, the focus is the treatment of cerebrovascular disease. In our department, such as endovascular treatment of aneurysm obliteration of intracranial stents and other leading level in the province. During the probationary process, as a presentation to the students, organizations see the whole operation, from deeper to understand the disease and inspire innovation.
In short, the neural sciences within the science is more difficult in the clinical course entry, neurology trainee is the interface between theory and clinical practice based on the bridge. Simple past compared to teachers on teaching methods, with PBL teaching of multimedia teaching methods and new technology demonstration, students interested in, full preparation before class, class, active thinking, took the floor, heated discussion, the teachers concluded ability to understand the content, answer the questions is also more accurate. Students can learn the basics of previously, such as neuroanatomy, pathology and other clinical cases used to explain to realize the clinical training to be comprehensive ability to achieve the goal.
After completion of history taking and physical examination, and guide students to problem-centered group discussions. Let history taking and physical examination of the students were to report, summarize and analyze the patient's medical history and clinical features, proposed the initial clinical diagnosis and differential diagnosis and its basis, development of treatment programs. Each student spoke for the problem, and discuss with each other, in the process to encourage students to make their own different views and a variety of related issues. Finally, sum up by teachers, with cases to explain the cause of the disease pathology, clinical manifestations, diagnosis and treatment, such as basic knowledge related to the blood supply to the brain Gao and a branch artery blood flow interruption focal nervous system corresponding to the performance of simple neuroanatomical review. Discussion of the student, in a targeted manner to explain common problems learning to further strengthen the basic content of the class and learning points, and correct some common errors, fuzzy concept, difficult discussion and analysis of them. Because students in the preview and discussion of the case study itself has been able to answer most questions on a number of difficult and unclear questions with lectures, easy to teach the process of teachers have been inspired, which can improve the quality of learning and teaching effectiveness . Through the pre-class preparation, class discussion to highlight the process, students acquire new knowledge in the firm, but also learned how to analyze the initial problem-solving clinical problems and ways of thinking, and strengthen the students probing the ability of knowledge and problem-solving .
Second, the multimedia application in teaching during the probationary
To practice-based clinical practice, teaching the theory can not be equivalent to the detailed and comprehensive. But for students who are new to clinical, to be able to immediately grasp the location, diagnosis very difficult. How can we help students understand and remember it vividly? Addition to PBL teaching, greatly benefits the clever use of multimedia.
In peacetime work on some of the rare diseases ward of the typical symptoms and signs using a video camera or digital camera record, combined with CT, MRI and other imaging data, in the student teaching full advantage of these valuable data, combined with the anatomical model Internet download of pictures and three-dimensional animation, shown by the form of multimedia. Particularly Parkinson's disease, multiple sclerosis, hereditary ataxia and other diseases rarely seen in the wards, out through the media image of the display to help students understand and remember, greatly increased interest in learning, very good.
Third, learn about new technologies, speed up the updating of knowledge
With the rapid development of medical science, new technologies, new ideas with each passing day, as with the medical model, teachers should change in a timely manner to new knowledge, new ideas to pass to students, particularly with undergraduate research and clinical characteristics of room to help students understand progress and development disciplines. Endovascular treatment is both the country and the world Neurological attention of new technologies, the focus is the treatment of cerebrovascular disease. In our department, such as endovascular treatment of aneurysm obliteration of intracranial stents and other leading level in the province. During the probationary process, as a presentation to the students, organizations see the whole operation, from deeper to understand the disease and inspire innovation.
In short, the neural sciences within the science is more difficult in the clinical course entry, neurology trainee is the interface between theory and clinical practice based on the bridge. Simple past compared to teachers on teaching methods, with PBL teaching of multimedia teaching methods and new technology demonstration, students interested in, full preparation before class, class, active thinking, took the floor, heated discussion, the teachers concluded ability to understand the content, answer the questions is also more accurate. Students can learn the basics of previously, such as neuroanatomy, pathology and other clinical cases used to explain to realize the clinical training to be comprehensive ability to achieve the goal.