Clinical medicine major graduation thesis 5000 words (2)

Clinical Medicine Graduation Thesis 5000 words 3

A trial discussion on the application of case analysis teaching method in basic medical teaching

Abstract Purpose To study the application of case analysis teaching method in basic medical teaching Application effects in basic medical teaching. Methods 80 students from Class 1 and Class 2 of clinical major in 2014 were selected for this study, and they were set up as the control group and the observation group, with 40 cases in each group. The control group adopts the conventional medical teaching model, and the observation group carries out teaching activities through case analysis teaching method. The final exam mainly tests case analysis questions, and uses the quadriathlon assessment mechanism for overall evaluation. Questionnaires and score analysis are used to evaluate the teaching effects of the two groups. . Results Compared with the control group, students in the observation group had better overall academic performance and higher teaching satisfaction, and the difference was statistically significant (P<0.05). Conclusion The application of case analysis teaching method in basic medical teaching is conducive to closely linking the knowledge points of textbooks with clinical diseases. Students can strengthen their ability to apply the knowledge they have learned, and experience the fun of creative learning, and their teaching satisfaction will be improved accordingly. It is worthy of promotion and application.

Keywords basic medical teaching; method; case analysis method; application effect

Due to the large content and relatively few hours of study, basic medical subjects are more boring than clinical subjects. and abstract, students often find it difficult and lack interest in learning during the learning process [1]. Based on this, this article studies the application effect of case analysis teaching method in basic medical teaching, guiding students to integrate clinical cases and achieve the effect of integrating knowledge and applying what they have learned, hoping to be helpful to teaching work. The following report is now made.

1 Materials and Methods

1.1 General Information

80 students from classes 1 and 2 of clinical majors in 2014 were selected for inclusion in this study. Men and women were mixed and set up as a control group and an observation group respectively, with 40 cases in each group. Comparing the general information of the two groups of students, the difference was not statistically significant (P>0.05).

1.2 Methods

The control group adopts the conventional medical teaching model; the observation group carries out teaching activities through case analysis teaching method: (1) Research and preparation of case data. Typical case materials are selected according to the teaching purpose to ensure pertinence, and are divided into classroom case analysis, examples and deepening materials in sequence. First, teachers conduct in-depth reading and analysis of the teaching materials, actively master relevant knowledge of clinical and nursing disciplines, clarify clinical nutrition knowledge and basic knowledge principles, find out the disease, examination and diagnostic data of specific cases, and summarize them to determine the most targeted ones. cases. After rigorously screening the selected cases, teachers should carefully design classroom questions to stimulate students' thinking, analyze case data from multiple angles and diversify, realize the transfer and expansion of knowledge, and stimulate students' interest in learning. (2) Classroom teaching design. First of all, the best display time should be determined based on the case data. Cases can be displayed through role-playing, printing and distributing paper materials, and multimedia technology to lead students to experience the feelings of patients and doctors, so that they can actively participate in the class and deepen their knowledge impression. When teachers use case data in classroom examples, they can first briefly describe the knowledge points, and then guide students to conduct in-depth analysis based on the case data, so as to strengthen students' memory and deepen the knowledge they have learned. After class, students will be guided to think and discuss autonomously based on relevant materials to deepen their learning content. (3) Use a score incentive mechanism to motivate students to participate. The key to the application of basic medical case analysis teaching methods lies in student participation, which directly has an important impact on the effect of case analysis [2]. Teachers can conduct case analysis through group discussions, random individual questions, etc., and connect knowledge points with the actual situation of the case. The score incentive mechanism can be used to stimulate students' enthusiasm for participation, and daily points are used to measure whether students actively participate in class. Those who are not active will not pass no matter how high their score is.

1.3 Effect evaluation

< p> [3-4] Use behavioral observation method, questionnaire survey method and test paper examination method to evaluate students' classroom enthusiasm or participation level, teaching method satisfaction or knowledge mastery level, and the effect of the two-class case analysis teaching method. In addition, a four-point assessment mechanism is used to assess students' academic performance, including cumulative scores in class participation activities, writing papers and meeting standards, case analysis meeting standards, and experimental results. The proportions of the four are 30%, 10%, and 50% respectively. ,10%.

1.4 Statistical methods

SPSS16.0 statistical software was used to analyze the data. Measurement data were expressed as "x?s" and t test was used; count data were expressed as percentages (% ) indicates that the x2 test is used, and P<0.05 is considered a statistically significant difference.

2 Discussion

The fundamental purpose of case teaching method is to emphasize the application points of basic medical disciplines in clinical practice. Most students hope to be close to clinical practice and learn through clinical pathology and physiology. questions to promote the integration of knowledge. Case analysis teaching just satisfies students' curiosity in the learning process, and then they have a clearer understanding of the professional goals and the connection between the knowledge they have learned, which is more conducive to understanding the concepts [5].

This study focuses on case analysis teaching, and uses multimedia technology support to design each part of the teaching link, so that students are the main body of the class, guiding students to actively access information, analyze and solve problems, and strengthen their analytical and inquiry abilities. At the same time, case analysis teaching is conducive to improving the purpose and pertinence of learning. It is an active teaching and learning model. Students no longer passively receive knowledge, but are diligent in thinking and exploring, and actively research and explore new knowledge. Judging from the results of this study, the students in the observation group had better overall mid-term and final academic performance, and higher teaching satisfaction. Compared with the control group, the difference was statistically significant (P<0.05). It is suggested that the effect of using case analysis teaching method to carry out basic medical teaching is satisfactory. In summary, the application of case analysis teaching method in basic medical teaching is conducive to closely linking textbook knowledge points with clinical diseases. Students can strengthen their ability to apply the knowledge they have learned, and experience the joy of creative learning and teaching satisfaction. With the subsequent improvement, it is worthy of promotion and application.

References

[1] Xu Yongfen, Yu Guodan, Fan Hao, et al. Learning experience of case analysis medical teaching [J]. Education and Teaching Forum, 2013, 16(23): 99-100.

[2] Wang Qi, Chen Hui, Dai Hanjing, et al. Application of PBL teaching method in biochemistry teaching in clinical medicine [J]. Journal of Bengbu Medical College, 2013, 38( 4):486-488.

[3] Yan Xuebo. The necessity and experience of typical case analysis and discussion in clinical respiratory medicine teaching [J]. Medical Information (Mid-term issue), 2011, 24( 1):274.

[4] Zhu Zicheng, Wen Yuechun, Wang Lin, et al. Application of multimedia case teaching in ophthalmology teaching [J]. Practical Blindness Prevention Technology, 2015, 10(4) :172-174.

[5] Dong Guokai, Li Zhouru, Yin Wenjiang, et al. Discussion on the application of reform of forensic medicine teaching methods in the context of clinical medicine professional certification [J]. Medical Information, 2015, 32(45) :9-10.

Clinical Medicine Graduation Thesis 5000 words Part 4

A brief analysis of the current situation and cultivation strategies of medical students’ clinical thinking ability in traditional Chinese medicine

[Abstract] Passed Analyze the existing problems in the clinical thinking ability of students majoring in traditional Chinese medicine, and propose improvements in terms of mastering the basics, familiarizing themselves with classics, learning medical records and teaching methods, teaching teachers, and teaching platforms, so as to solve the problem of lack of clinical thinking ability in traditional Chinese medicine among medical students. Cultivate high-quality senior talents in traditional Chinese medicine.

[Keywords] Traditional Chinese Medicine; clinical thinking; current situation; countermeasures

Clinical thinking of Traditional Chinese Medicine means that doctors apply their own theories of Traditional Chinese Medicine and their own practical experience in the process of clinical diagnosis and treatment. The thinking activities shown in the process of judging and analyzing the nature of the disease and the pattern of onset, formulating principles for treatment and prevention of diseases, and prescribing medication [1].

The holistic view of traditional Chinese medicine determines its macroscopic understanding of human physiological and pathological phenomena.

Traditional Chinese medicine has always attached great importance to the use of holistic, systematic and dynamic methods to understand the physiological and pathological laws of the human body, and focused on distinguishing the correlation between the attributes of yin and yang and the five elements of human organs and tissues and the physiology and pathology of the body.

The clinical diagnosis and treatment thinking of traditional Chinese medicine has its own characteristics. It examines, diagnoses and treats diseases from the connection between the whole body and its parts, the organs and tissues, the human body and nature, the human body and society. It is the specific embodiment of universal connection thinking in traditional Chinese medicine.

Correct clinical thinking of traditional Chinese medicine plays a decisive role in clinical diagnosis and treatment.

Cultivating medical students’ clinical thinking ability is a long-term process. To equip students with the ability to analyze problems, solve problems and work independently is the key and difficulty in teaching traditional Chinese medicine.

1 Current Situation

1.1 The training model is single and outdated

At present, higher education in my country mostly adopts the education model of “unified textbooks and unified syllabus”, which generally emphasizes education. There is a tendency to overemphasize learning but not enough; to inculcate too much but not inspire enough; to emphasize imparting knowledge and neglecting ability development.

Over-emphasis on students must have solid basic knowledge of medical science, while ignoring the training of students' clinical thinking ability; ignoring the cultivation of students' communication skills and ability to obtain information; resulting in serious discrepancies between medical students' book knowledge and clinical practice ability There is a disconnection phenomenon.

Some students do not know how to apply the theoretical knowledge they have learned to solve practical medical problems when they are clinically diagnosed. They are helpless, let alone make correct judgments and treatments in a timely and decisive manner according to the time and local conditions.

1.2 The way of thinking is mechanical and simple

Everything changes and develops, and disease is also a pathological process of development and change.

In clinical practice, some students only make dynamic observations based on the data collected for the first time, and make a diagnosis directly without careful consideration and comprehensive analysis.

Some students make arbitrary choices about the patient's medical history, physical signs or auxiliary examination information based on intuitive impressions.

Use the data that can support your own diagnosis as the main basis for judging the disease, and randomly delete some data that do not support your own diagnosis. This can easily lead to one-sided diagnosis.

Some students are not clear about the procedures of clinical diagnosis and treatment thinking. They often collect data in an unclear manner and in different priorities, or they rely solely on advanced examination methods without scientific reasoning and analysis, and believe too much in certain cases. The relevant data or results provided by these examinations can directly lead to disease diagnosis.

These mechanical and simple thinking methods are too hasty and can easily lead to mistreatment.

1.3 One-sided thinking and lack of systematicity

Students lack the ability to conduct cross-sectional comparison and comprehensive analysis of symptoms, signs, examinations and diseases when making diagnosis, and often rely on typical examples in books performance, or have been influenced by the initial diagnosis, and diagnose the disease mechanically; in the process of diagnosis and treatment, they do not consider the dynamic development and changes of the disease, and only pay attention to the safety of treatment methods or drugs. However, they ignore the patient's personality characteristics and the stage of development of the disease; when dealing with patients in the ward, they have excessive respect for teachers and do not have their own views on treating patients.

Lack of proactive thinking and dare not Express your own opinions based on the overall situation of the patient, showing blind obedience and dependence in clinical thinking [2].

Some students only grasp the superficial characteristics of clinical symptoms and signs, and cannot see through the phenomenon to see the essence for in-depth analysis, grasp the main contradiction of things, and use clinical medical knowledge to conduct a comprehensive analysis of various phenomena. They lack comprehensive analysis. The habit and ability of judgment also make clinical diagnosis lack of systematicness and cannot withstand scrutiny [3].

1.4 Clinical teachers lack responsibility

Most medical students’ clinical internship lasts about one year, and teachers are crucial.

Some teachers are busy with work and do not devote enough energy to clinical teaching.

Some teachers have not worked for long and lack proper clinical experience and accumulation; others lack strict requirements for students, lack teaching methods, and have a weak sense of innovation; teaching rounds are simple and case selection is Casual, without typical demonstration characteristics, unclear syndrome differentiation ideas, inadequate treatment principles, etc., it is difficult for students to learn knowledge from it, and there is a lack of training and cultivation of clinical thinking ability in traditional Chinese medicine.

2 Training Strategies

2.1 Master the characteristics of diagnosis and treatment of traditional Chinese medicine

The clinical thinking method of traditional Chinese medicine is to use the "systematic synthesis" method to analyze the data collected from the four diagnostics. Analyze and summarize various symptoms, understand the location, nature, etiology, and pathogenesis of the disease, determine the pathological relationship between the organs and tissues with the attributes of yin and yang and the five elements, analyze the relationship between the body's righteousness and the rise and fall of disease pathogens, and identify the corresponding " certificate".

In terms of treatment, treatment methods and plans are determined according to the different pathogenesis of the disease to achieve a balance of yin and yang in the body.

Therefore, when conducting specific clinical diagnosis and treatment of traditional Chinese medicine, we must follow the clinical thinking method of traditional Chinese medicine, combine disease differentiation with syndrome differentiation, and learn to use "different treatments for the same disease" and "same treatment for different diseases" to target the judged The "syndrome" of TCM gives the treatment methods and prescriptions [4].

Medical students must master the clinical diagnosis and treatment characteristics of traditional Chinese medicine in order to correctly diagnose and treat diseases and improve their comprehensive clinical application capabilities.

2.2 Strengthen the training of classical knowledge

To train students in basic skills, attention should be paid to the review and research of classical theoretical knowledge, including "Synopsis of the Golden Chamber", "Treatise on Febrile Diseases", "Treatise on Febrile Diseases", Study of classic works such as "Febrile Diseases" and "Nei Jing".

Read more medical records of predecessors, gradually digest them and make them your own, study the experiences and lessons learned by famous doctors in the past dynasties in diagnosing and treating diseases, and systematize and organize the originally scattered, disorderly, and mixed knowledge. In order to establish an organic knowledge system, reading more medical records is an effective way for students to establish clinical thinking as early as possible [5].

At the same time, it is also very important to follow the clinical prescriptions of famous old Chinese doctors. In particular, learning the experience of some old Chinese doctors in the four diagnosis and syndrome differentiation thinking will be of great benefit to future clinical practice.

Realizing the understanding process of theory, practice, theory again, and practice again lays a solid foundation for the establishment of clinical thinking of traditional Chinese medicine and gradually forms a perfect clinical thinking of traditional Chinese medicine.

2.3 Adopt problem-based learning (PBL)

In the clinical teaching process, the use of PBL teaching method can well integrate theory and clinical practice. Combined with practice.

Enable students to learn to connect theory with clinical practice in the process of thinking, and cultivate clinical thinking ability [5].

The PBL teaching method can fully give students the opportunity to discuss problems; with the purpose of "problem as the center, students as the main body, and teachers as the guide", students have clear purpose and higher enthusiasm for participation; with "problem as the center, students as the main body, and teachers as the guide" The highest requirement of "multidisciplinary integration as the core" gives students a broad imagination space, which is not only an invisible pressure, but also an infinite motivation, making them actively review multidisciplinary knowledge; using "questioning, discussion, The method of "display, summary" continuously stimulates students' ability to think, explore, discover, analyze and ultimately solve problems, and can better cultivate students' innovative thinking and communication skills.

2.4 Clinical Case Analysis

Clinical medical case study is a special inheritance learning method of traditional Chinese medicine. Its existence is closely related to the complexity and experience of clinical diagnosis and treatment of traditional Chinese medicine. .

In the teaching process of clinical main courses, the use of classic medical case teaching can more vividly display the valuable experience of doctors of past generations, so that future generations, especially famous old Chinese doctors, will avoid detours in clinical practice. The diagnosis and treatment methods and syndrome differentiation ideas play a better role in cultivating students' clinical thinking in traditional Chinese medicine.

Similarly, clinical case discussion is also an indispensable and important part of medical work.

Through the discussion of different cases, students deepen their understanding of the occurrence, development and treatment of diseases, grasp the correct diagnosis and treatment process of diseases from a deeper level, and train students' clinical thinking ability, comprehensive analysis ability and practical work ability of traditional Chinese medicine [6].

2.5 Application of virtual reality technology in medical education

Virtual reality technology is currently widely used in medical education.

In this regard, the University of Chicago in the United States and the University of Hamburg in Germany have used CT and MRI cross-sectional images to create a three-dimensional virtual human anatomy map for medical students’ anatomy teaching and after-school training.

In terms of surgical simulation, the surgical simulation system was successfully developed by Tsinghua University, which is implemented through computer assistance; in terms of acupuncture simulation teaching, Shanghai University of Traditional Chinese Medicine, Tianjin University of Traditional Chinese Medicine, etc. have established The three-dimensional human body acupuncture model makes full use of a good human-computer interaction system and has achieved satisfactory results in simulation teaching for medical undergraduates [7].

All these teaching and research results provide conditions for the skill cultivation of medical students, and the experimental teaching platform continues to develop and grow. However, these studies are limited to the cultivation of clinical operation skills, and there is little in the simulation teaching of clinical thinking ability. There are similar reports and applications.

The training of clinical thinking ability of traditional Chinese medicine is a difficult and hot topic in medical education. After many years of unremitting efforts of many experts, our school is committed to the research and development of clinical thinking ability of traditional Chinese medicine. It is currently undertaking the higher education in Jiangsu Province. As a key project, the research and development result "TCM Clinical Thinking Ability Training Platform" has played an important role in cultivating medical students' TCM clinical thinking ability.