Explore the vast range of titles available.

Background This study aimed to evaluate the effectiveness and efficiency of PBL–CBL combined teaching in thyroid surgery and make observations from the students’ perspectives, based on their satisfaction with the learning process. Methods We prospectively enrolled 354 fourth-year students majoring in clinical medicine, along with 232 residents, from September 2014 to June 2019. These participants were randomly allocated into either the combined PBL–CBL teaching group or the traditional lecture-based classroom group to attend a course about thyroid nodules. Both pre- and post-class quizzes were conducted. An anonymous questionnaire was also administered to both groups to evaluate the students’ perceptions and experiences. We compared the two teaching methods among all the students as well as with the fourth-year students and residents in subgroups. Results The traditional group’s pre-class quiz scores were significantly higher than the PBL–CBL group’s (as determined by a two-tailed t-test at a 95% confidence interval, T  = 16.483, P  < 0.001). After class, in the PBL–CBL group, the mean total quiz score and the basic knowledge and case analysis scores increased significantly ( P  < 0.001). The PBL–CBL group’s performance improvement was significantly higher than the traditional group’s (increasing from 52.76 to 70.51 vs. from 67.03 to 71.97). Furthermore, the scores for learning motivation, understanding, student–teacher interaction, the final examination, communication skills, clinical thinking skills, self-learning skills, teamwork skills, and knowledge absorption, as measured by the survey, were significantly higher in the PBL–CBL group than in the traditional group ( P  < 0.001). Meanwhile, the survey scores representing the amount of students’ free time the course consumed were significantly lower in the PBL–CBL group than in the traditional group ( P  < 0.001). Conclusions PBL combined with CBL may be an effective method for improving medical students’ and residents’ performance and enhancing their clinical skills.

IntroductionOnline teaching has rapidly emerged as a viable alternative to traditional face-to-face education. How to teach surgical skills in the online environment, however, has not yet been fully established nor evaluated.MethodsAn international 1-day online surgical skills course consisting of lectures, pre-recorded virtual workshops, live demonstrations and along with surgical skills teaching in breakout rooms was organised. Based on existing learning theories, new methods were developed to deliver skills teaching online. Simultaneously, traditional in-person surgical skills teaching was also conducted and used as a benchmark. Skills development was assessed by trained demonstrators and self-reported competency scores were compared between the online and face-to-face event.Results553 delegates from 20 different countries attended the online course. Of these, 64 were trained in breakout rooms with a 1:5 demonstrator-to-delegate ratio whilst the remaining 489 delegates participated in didactic skills development sessions. In a separate face-to-face course, 20 delegates were trained with traditional methods. Demonstrators rated the competency of delegates for suturing, tendon repair and vascular anastomosis. There was no significant difference in the competency ratings of delegates receiving online teaching or face-to-face teaching (p = 0.253, p = 0.084, p = 1.00, respectively). The development of the same skills to “articulation” were not different between formats (p = 0.841, p = 0.792, p = 1.00, respectively). Post course self-rated competency scores improved for all technical skills (p < 0.001). Small group sessions, both online and face-to-face, received higher satisfaction ratings compared to large group sessions in terms of clarity of instructions, answers to questions and demonstrator feedback. Overall feedback on teaching quality, however, was equivalent across both groups.DiscussionOnline teaching of surgical skills for early training years is an appropriate alternative to face-to-face teaching.

To gain insights into the perspectives of registered nurse mentors on the practical skill learning of second-year student nurses during hospital placement by examining the mentors’ experiences and expectations. Clinical placement is a cornerstone of bachelor nursing programmes. It is a vital platform for students to transfer, apply, and enhance practical nursing skills learned. During clinical placement, registered nurse mentors play a crucial supervisory role in student nurses’ practical skill learning. However, a gap exists in understanding the mentors’ perspectives on practical skill learning during placements in hospital environments. We used a qualitative, exploratory, and descriptive research design. Ten registered nurse mentors responsible for student supervision at two hospitals in southern Norway were included. Ten individual interviews were conducted. Ten interviews were audio-recorded and transcribed. A systematic text condensation analysis was performed. The following four categories were identified: ‘experiences vs. expectations in practical skill knowledge’, experiences vs. expectations of engagement’, ‘experiences of attitudes’ and ‘experiences and expectations of emotions’. This study deepened our understanding of issues concerning student nurses’ practical skill learning during clinical placement from the perspective of registered nurse mentors. The results emphasise the complexity of learning practical skills and are associated with categories including knowledge, attitudes, engagement, and emotions. These results underscore the multifaceted nature of practical skill learning and highlight the need for comprehensive strategies to effectively address these areas in nursing education, setting the stage for future investigations and potential policy changes in this domain. Registered nurse mentors’ perspectives towards student nurses’ practical skills

In the current medical environment, Chinese medical students have fewer and fewer opportunities for practice at the internship stage, which leads to a serious lack of clinical skills to meet the demands of the real world of work. In this study, we used a practical training scenario simulation teaching method oriented to strengthen clinical skills, and systematically compared the teaching effectiveness with that of traditional internship teaching models. This study included 40 5-year clinical medicine interns who practiced in the Department of Neurology at our hospital. They were randomly divided into a control group and an observation group, with 20 participants in each group. The control group adopted the bedside teaching, and the observation group adopted the practical training scenario simulation teaching method. Students in both groups were assessed using Mini-CEX scores on comprehensive qualities related to clinical skills, including physical examination of the nervous system, humanistic care, communication skills, organizational skills, etc And then, their learning outcomes are assessed in the form of after-department examination. After the internship, all the scores of teaching effect of students in the observation group were significantly higher than those of the control group, especially in terms of doctor-patient communication, physical examination of the nervous system, localization and nature determination, organizational skills, and overall performance ( < 0.05). The results of students' exit exams, students' and teachers' teaching satisfaction of the observation group were significantly better than those of the control group ( < 0.05). This method has an obvious promotion effect on the improvement of medical students' clinical skills. The method significantly improves the performance of medical students during the internship stage, and results in higher teaching satisfaction for teachers and students.

Background In dermatological diseases, skin lesions are often subject to dynamic changes. However, under the traditional learning model, medical students lack a dynamic understanding of skin lesions and clinical diagnosis and treatment procedures. Methods This study proposes the dynamic case-based learning (DCBL) model, which was presented through typical dynamic cases. We surveyed 129 undergraduate students and 53 clinical dermatologists to gain an understanding of perceptions of the DCBL model. Results Eighty percent of students felt very satisfied or satisfied with the DCBL model. They self-evaluated that the new model would greatly improve their attention (92.2%), learning interest (89.9%), self-directed learning ability (89.9%), dynamic understanding of lesions (96.9%), and ability to diagnose and treat skin diseases (95.4%). Additionally, a significant proportion of teachers also believed that students could improve across multiple dimensions, including self-directed learning ability (96.2%) and dynamic understanding of skin lesions (98.1%). Conclusion Most clinical dermatologists and students participating in this study expressed a positive attitude towards the DCBL model. According to their perceived responses, the model appears to effectively stimulate the enthusiasm of students for learning, enhance their dynamic understanding of skin diseases, help them to train diagnostic and therapeutic thinking, and improve their diagnosis and treatment skills. However, further empirical research is required to directly assess its impact on the enhancement of diagnostic and treatment abilities in dermatology, as well as its overall effectiveness.

This study aims to evaluate the effect of team-based learning on the core competence of nursing students compared with traditional teaching methods. In recent years, team-based learning has been widely used as a learning and teaching method in the world. Not only the necessary knowledge, skills and attitudes, but also the core competence is necessary to cope with various clinical situations for nursing students. However, the effect of this new teaching method on core competence of nursing students is not consistent. The study was designed according to the preferred reporting entries guidelines statement for systematic reviews and meta-analyses and population, intervention, comparison, outcome and study. Data were collected from PubMed, Embase, Web of Science, ScienceDirect and Scopus. The quality of studies was assessed using “The Newcastle Ottawa scale”. A random-effect model of meta-analyses was conducted to generate pooled standardized mean differences (SMD) for core competence using Rev Man 5.4.1 software and STATASE 15. Moreover, subgroup, heterogeneity, sensitivity and publication bias analyses were conducted. A total of 14 articles with 1942 participants were included in the meta-analysis. Compared with the traditional pedagogy among nursing students, team-based learning pedagogy significantly increased theoretical performance, professional effects (self-directed learning ability and communication ability) but did not affect practice skills. In addition, one study found that learning attitudes were not improved in students with high or low academic performance. This might mean that the teaching model should be implemented for a long time, which essentially changed students' learning attitudes to improve students' self-directed learning ability and core competence, especially for students with low scores. In summary, findings indicated that team-based learning pedagogical approaches might be beneficial to improve teaching quality in nursing education. However, practice skills might not be sensitive to team-based learning because of the seriation of the original course. Nursing educators need to explore teaching strategies to cultivate high-quality nursing talents to cultivate nursing students with core competence and ensure that they are successfully qualified for new employment. [Display omitted] •The first meta-analysis focused on nursing students.•The included articles were published in the past 9 years in 6 countries.•Core competence not practice skills of nursing students improved by team-based learning pedagogy.•It is necessary to develop new pedagogy to develop core competencies.

Health care practitioners use clinical decision support systems (CDSS) as an aid in the crucial task of clinical reasoning and decision-making. Traditional CDSS are online repositories (ORs) and clinical practice guidelines (CPG). Recently, large language models (LLMs) such as ChatGPT have emerged as potential alternatives. They have proven to be powerful, innovative tools, yet they are not devoid of worrisome risks. This study aims to explore how medical students perform in an evaluated clinical case through the use of different CDSS tools. The authors randomly divided medical students into 3 groups, CPG, n=6 (38%); OR, n=5 (31%); and ChatGPT, n=5 (31%); and assigned each group a different type of CDSS for guidance in answering prespecified questions, assessing how students' speed and ability at resolving the same clinical case varied accordingly. External reviewers evaluated all answers based on accuracy and completeness metrics (score: 1-5). The authors analyzed and categorized group scores according to the skill investigated: differential diagnosis, diagnostic workup, and clinical decision-making. Answering time showed a trend for the ChatGPT group to be the fastest. The mean scores for completeness were as follows: CPG 4.0, OR 3.7, and ChatGPT 3.8 (P=.49). The mean scores for accuracy were as follows: CPG 4.0, OR 3.3, and ChatGPT 3.7 (P=.02). Aggregating scores according to the 3 students' skill domains, trends in differences among the groups emerge more clearly, with the CPG group that performed best in nearly all domains and maintained almost perfect alignment between its completeness and accuracy. This hands-on session provided valuable insights into the potential perks and associated pitfalls of LLMs in medical education and practice. It suggested the critical need to include teachings in medical degree courses on how to properly take advantage of LLMs, as the potential for misuse is evident and real.

Teaching practical skills is a core component of undergraduate and postgraduate surgical education. It is crucial to optimize our current learning and teaching models, particularly in a climate of decreased clinical exposure. This review explores the role of educational theory in promoting effective learning in practical skills teaching. Peer-reviewed publications, books, and online resources from national bodies (eg, the UK General Medical Council) were reviewed. This review highlights several aspects of surgical education, modeling them on current educational theory. These include the following: (1) acquisition and retention of motor skills (Miller's triangle; Fitts' and Posner's theory), (2) development of expertise after repeated practice and regular reinforcement (Ericsson's theory), (3) importance of the availability of expert assistance (Vygotsky's theory), (4) learning within communities of practice (Lave and Wenger's theory), (5) importance of feedback in learning practical skills (Boud, Schon, and Endes' theories), and (6) affective component of learning. It is hoped that new approaches to practical skills teaching are designed in light of our understanding of educational theory.

This study implemented a novel virtual simulation operation (VSO) teaching platform to enhance offline teaching in clinical microbiology laboratory courses, specifically addressing biosafety level-3 (BSL-3) for SARS-CoV-2 isolation and culture. The study focused on the practical teaching component, comparing the effectiveness of VSO against traditional online video teaching. The study divided undergraduate medical laboratory technology students into experimental and control groups. The experimental group received teaching combining offline courses with online VSO exercises, while the control group participated in offline courses supplemented with standard teaching video reviews. Assessment criteria included comprehensive practical performance, operational skills, laboratory biosafety awareness, and aseptic awareness. An anonymous questionnaire evaluated teaching effectiveness. The integration of VSO with offline practical teaching demonstrated significant improvements in student performance, particularly in comprehensive practical skills, experimental operations, and laboratory biosafety awareness. These findings validate the effectiveness of this virtual simulation teaching platform as an innovative educational tool, offering valuable insights for curricular reform across other disciplines.

To train highly qualified medical talent in 5-year programs and improve students' analytical and problem-solving abilities, it is necessary to change the traditional teaching method. This study introduces the combined teaching method of case-based learning (CBL) and clinical pathway and evaluates its role in practical gynecological teaching. Medical students in a 5-year program who were enrolled in the fourth year were selected as the research subjects; these students were randomized into two groups that separately received either the traditional teaching method or the combined teaching method of CBL and clinical pathway. Before the internship, a questionnaire was administered to explore students' views of internship in gynecology, and after the internship, the questionnaire was administered to assess the two teaching methods. Furthermore, theoretical and skill tests were performed both before and after the internship. A total of 206 medical students in a 5-year program who were in their fourth year were enrolled in the study. Students in the experimental group performed significantly better than those in the control group. They performed significantly better in the postinternship test than in the preinternship test ( < 0.001). The questionnaire showed that more students in the experimental group thought that their learning interests, clinical skills, case analysis ability, clinical communication ability, understanding of theoretical knowledge and clinical thinking ability had improved and significantly differed between the two groups ( < 0.05). Compared to traditional teaching methods, combined teaching method of CBL and clinical pathway can elevate students' academic performance, improve their learning enthusiasm and help promote clinical teachers' teaching quality. Additionally, this novel method is effective in facilitating the achievement of teaching objectives and improving the quality of talent training. Therefore, the combined teaching method of CBL and clinical pathway should be popularized and applied in gynecological practice.