Director Lin Changmin of the Education Evaluation and Research Center of Shantou University Medical College and Chief Physician Tang Ping, an endocrinologist of the Social Management Center, jointly delivered this lecture. In clinical teaching, we always encounter situations wher

June 20th, 14:30-16:30 pm, Director Lin Changmin of the Education Evaluation and Research Center of Shantou University Medical College and Chief Physician Tang Ping, an endocrinologist of the Social Management Center, jointly completed this lecture.

Theoretical course preparation and teaching skills stage: In clinical teaching, we always encounter situations where students are dozing off and inattentive in class. So how can we improve teaching efficiency within a limited time? What about arousing students' interest?

Teacher Lin and Dr. Tang shared their teaching experience in the following aspects:

1, clear goals;

2, organizing content in an organized manner and making scientific slides;

3, attracting students' classroom interaction;

4, full of passion of teaching.

1. Preparation before class

1. Notes: Teaching objects;

2. Set learning goals;

3. Determine assessment content: If small gifts are given to community groups, questionnaires, answers, etc.;

4. Select teaching strategies: TBL, PBL , CBL, etc.

course framework: content introduction, outline, summary

design opening remarks---attractive opening remarks (Dr. Deng Chuntao of the internal medicine team spoke: interact with everyone before class, understand everyone's needs, and focus on explanations; Chen Zhang of the general practice team: use Ice Break Skills teaching, introduce yourself; nursing group metaphor: use case introduction to attract students)

2. Organize the teaching content in an organized manner

1. Determine the teaching focus and core content according to the object;

2. Determine the main line of the "story": clear ideas and logic Clarity; the story and case approach is a good starting point. Take patients with fever or pharyngitis as examples.

3. Design summary and summary

Summary time: 15-25 minutes can be used to make a summary and summary of key contents;

difficult-to-solve strategies

1, refer to the syllabus;

2, derived from experience in practical work;

3, group discussion, Communication with experienced teachers; assistance with

4, blackboard writing, teaching aids, live demonstrations, interactions, keywords, etc.

The next step is: classroom activities (8 minutes of practice time, in pairs, determine the topic and 1 key and difficult point) and some comments.

4. Attract students to participate

1. Effective interaction: feedback, technical questions (stimulating students' thinking and thinking), and helping students establish connections between knowledge points;

2. Teaching can be carried out at any time, and the classroom can be less traditional;

3. Pay attention to skills such as voice, passionate teaching, body language, timing, eye contact, body movement issues, etc. Evaluation of

TBL case:

commented on the homework handed in after the last TBL case training class. Focused on

● Teacher Zheng Zhongmei’s TBL case "Knee Joint Injury" from the general practice group

● Teacher Yu Yimei’s PBL case "The Young Woman Who Fell on the Bus Stop" from the nursing team,

These two cases have their own characteristics and can be grasped More comprehensive and worth learning.

which then leads to common problems and solutions during the implementation of TBL cases :

(1) Setting of learning goals: clear and easy to understand;

(2) Clear definition of medical humanities aspects;

(3) iRAT and tRAT questions are difficult to set and easy to combine. Adding 1-2 multiple-choice questions with a certain degree of difficulty to the basic knowledge level can widen the gap between the test results of the two groups and reflect the advantages of teamwork in solving problems;

(4) Question design related to the application environment: pay attention to situational and progressive question design;

(5) Evaluation stage: For representatives in the group to speak, promote mutual evaluation between groups, teacher evaluation, professional teacher summary, etc.

PBL case supplement A very key point of attention is multi-disciplinary and inter-disciplinary cooperation. How to intersperse inter-disciplinary cooperation in PBL courses in the hospital system is an important part of medical student training and a key direction of OSCE assessment.

summary discussion: Teacher training has been carried out for about 3 months. Everyone generally agreed that it is necessary to conduct a summary course to understand the knowledge points of this period of training, and then carry out periodic evaluation and assessment.

Finally, Teacher Lin also shared his own growth and competition experience in teaching, which resonated strongly with the trainers present and provided guidance for further learning by the teachers attending the class.

After class, everyone actively communicated.

The learning atmosphere is strong.

I hope more teachers will join this team.

Continue to make progress.

Source: Science and Education Section.

Editing and finishing: Luo Yixuan