Objective To explore the strategies of improving the teaching quality of complete physical examination in diagnostics. Methods A total of 314 medical students' surveys relating to contents and skills of complete physical examination in Diagnostics were accomplished. Problems in the teaching quality of the complete physical examination were selected and countermeasures were determined by analyzing scores and performance of students. Results Among 192 items in a complete physical examination, students mastered poorly in 77 (40.1%) items, and especially poorly in 14. Skills of a comprehensive physical examination, including examination without repetition, inversion, omission and skills of palpation and percussion, were difficult to acquire. Conclusion It is helpful to improve the teaching quality of a complete physical examination by analyzing the problems in the physical examination to formulate the teaching objectives and optimize teaching methods.
ObjectiveTo explore the present national status of diagnostic teaching as well as to investigate the opinions on teaching operation such as overall course planning, so as to provide references for the formulation of national diagnostic teaching standard in the future.MethodsSelf-made questionnaires were adopted to carry out an anonymous survey among the teachers from 50 different medical colleges and universities who worked on diagnostic teaching throughout the country from October 2016 to September 2017.ResultsA total of 100 teachers were investigated. The diagnostic teaching departments where 59 respondents worked in were formed by a few fixed teachers plus teachers in rotation. The requirement of rotation time as well as the setting up of lecture-internship ratio in each school were quite various. Forty-seven respondents agreed that the ideal lecture-internship ratio should be internship more than lecture. As for the instruments of clinical skill room, only 40% of the respondents agreed that their diagnostic departments were equipped with a steady standardized patient (SP) team, which was also the reason why SP teaching was the least utilized teaching method during internship (47%). The respondents had various opinions on whether the final exam should weigh more than 50% in the subject score. Above these, the planning and expectations of the respondents on diagnostic course were mostly in consensus.ConclusionsThe development of diagnostic course including teaching staff, teaching content and teaching condition, etc. among each medical colleges and universities was not balanced. It’s quite necessary to formulate a unified and reasonable standard to normalize the teaching staff constitution, teaching planning and set-up as well as teaching condition so as to guarantee the teaching quality.
Since January 2020, due to the epidemic of coronavirus disease 2019, all universities in China have postponed their studies or even suspend their studies. In response to the teaching policy of “suspending class, but keeping teaching and learning” , college teachers have rapidly changed into online teaching mode. However, how to ensure the quality and effect of online teaching still needs further exploration. Through analyzing the course characteristics of medical imaging diagnostics and students’ learning situations, this study discusses how to design detailed online teaching projects and improve the teaching quality and how to select online software suitable for the course. A questionnaire survey was conducted to evaluate the effect of online teaching during the spring course in 2020, selecting a total of 297 clinical and other undergraduate students of grade 2017 from West China School of Medicine of Sichuan University. The results showed that the detailed online teaching programs including “video learning” “distance teaching” “periodic examination” “weakness tutorial” were helpful to the learning process agreed by the majority of students. During the epidemic period, online teaching method can help students master the content of medical imaging diagnosis. In the era of Internet, the “online+offline” teaching mode is expected to be popularized in the future.
诊断学是临床医学的基础和入门，是习得临床执业风格最重要的环节。如何在诊断学学习阶段，夯实学生基本理论和技能，培养其科学缜密的临床思维能力，是各医学院校共同面对的课题和挑战。互动参与式教学摒弃传统单一的被动式、灌输式的教学模式，强调以学生为主体，赋予学生协作性、参与性的教学诉求，加强内在激励，激发其主观能动性和创造力。根据诊断学不同教学模块的课程目标、内容和知识结构，有机地将互动参与式教学法应用于诊断学教学中：问诊-角色扮演，查体-示教与实践学习，症状学-小讲课、小组讨论、床旁实践，临床思维-案例分析，职业素养-小组讨论、角色扮演、床旁实践、辩论演讲等。策略得当地将互动参与式教学的理念、元素、方法应用于诊断学教学中，符合临床医学教学实践性强的特点，遵循个体认知规律，符合外部和内在发展并重的教学效果的深层考量，具备良好的教学容量和一定的普适性，值得在临床医学教学中推广运用。
Objective To summarize the research status and progress of imaging diagnosis of periampullary carcinoma. Methods The literatures on imaging diagnosis of periampullary carcinoma were reviewed. Results At present, the commonly used imaging diagnosis methods for periampullary carcinoma mainly include ultrasound, CT, MRI, and endoscopic retrograde cholangiopancreatography. Some other new imaging techniques had also been applied in the diagnosis and evaluation of periampullary carcinoma. Conclusions Different imaging methods have their own advantages and disadvantages in the diagnosis of periampullary carcinoma. Therefore, the detection rate and diagnostic accuracy of periampullary carcinoma can be improved by rational selection of imaging techniques or combined application of multiple techniques.
As a crucial component of clinical medicine, the main task of diagnosis is to cultivate students’ ability to master systematic clinical thinking, disease diagnosis process, comprehensive analysis methods, and the ability to solve clinical problems. Introducing case-based clinical reasoning as a novel and advanced teaching method in the diagnosis course, in line with the comprehensive ability teaching objectives of the course, can provide students with a platform to apply learned knowledge in practical cases, enhance the fun and practicality of learning, improve students’ clinical thinking ability and practical skills, enable students to make quick and accurate judgments when facing complex cases, and ultimately enhance their ability to analyze and solve problems comprehensively. This article combines the experience of applying case-based clinical reasoning to undergraduate diagnosis at West China School of Medicine of Sichuan University, and explores the prospects of applying this teaching method in medical diagnostics.
Objective To explore the teaching effects of problem-based learning (PBL) in diagnostic practice teaching. Methods A total of 32 students enrolled into PBL group adopted the PBL teaching method based on certain cases in some sections while the other 210 students into the control group adopted the traditional teaching method. Their scores in the theory, the practice skill examination and the evaluation of the analytical ability of the medical records were compared. A questionnaire survey was measured in PBL group after class. Results There was no significant difference in scores of theory and practice skill examination in the two groups. The questionnaire survey revealed that the PBL method could improve the learning interest, independent study, b communication, analytical skills, and team spirit. However, there were defects in systematization of imparting knowledge. Conclusion The PBL method has an obvious advantage in diagnostic practice teaching.
A mean of systematic review of diagnostic tests based on The Bayes Library of Diagnostic Studies and Reviews (2nd edition 2002) and Bayes Library are introduced to Chinese readers who are interesting on diagnostic test and screening systematic review.