Volume 20 Issue 12
Dec.  2022
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Article Navigation >  Chinese Journal of General Practice  > 2022  >  20(12): 2127-2130
CHEN Yu-juan, LIU Min, LIN Xiu-ping, WANG Jun, TAN Ying, LI Xian-qiang. Application of in-class test + error correction teaching method in the teaching of Diagnostics Experiment[J]. Chinese Journal of General Practice, 2022, 20(12): 2127-2130. doi: 10.16766/j.cnki.issn.1674-4152.002785
Citation: CHEN Yu-juan, LIU Min, LIN Xiu-ping, WANG Jun, TAN Ying, LI Xian-qiang. Application of in-class test + error correction teaching method in the teaching of Diagnostics Experiment[J]. Chinese Journal of General Practice, 2022, 20(12): 2127-2130. doi: 10.16766/j.cnki.issn.1674-4152.002785
shu

Application of in-class test + error correction teaching method in the teaching of Diagnostics Experiment

doi: 10.16766/j.cnki.issn.1674-4152.002785
  • 1.

    Experimental Center of Shandong University of Traditional Chinese Medicine, Jinan, Shandong 250355, China

Funds:

 M2021371

 M2020292

 SDYAL21057

 SDYAL20052

 CGPY2019018

  • Received Date: 2022-09-29
    Available Online: 2023-02-07
    Abstract
  •   Objective  To explore the application effect of in-class test + error correction teaching method on the course of Diagnostics Experiment and to improve the practical skills of medical students as practicing physicians.  Methods  The study was conducted from March 2021 to June 2021 at Shandong University of Chinese Medicine during the Diagnostics Experiment curriculum classes of the experimental (traditional Chinese medicine 2018 undergraduates, 121 students) and control groups (traditional Chinese medicine Huimin class of 2018 undergraduates of general medicine, 112 students). The traditional teaching method was adopted in the control group. The experimental group adopted the basis of the traditional teaching method + error correction method with the in-class test, that was, in the student test drill, the teacher pointed out the operation mistakes of the tested students in real time and corrected them and analysed and explained them when necessary. The effect evaluation was divided into two parts: one was the comparison of the final examination scores of the two groups of students; the second was the use of questionnaires in the experimental group to understand student feedback on the application of in-class test + error correction teaching method in the course of Diagnostics Experiment to evaluate its application effect.  Results  The final exam scores of the experimental and control groups were (90.64±2.58) and (84.61±8.58) points, respectively, and the difference was statistically significant (t=7.154, P < 0.001). The experimental group was superior to the control group. A questionnaire survey was conducted on the experimental group, and 109 valid questionnaires were collected. The results showed that the teaching method of in-class test + error correction had good teaching effect and high recognition. Students generally believed that the teaching method can be used to standardise operations, promote understanding and strengthen memory.  Conclusion  With the increase in the teaching hours of Diagnostics Experiment, the teaching effect of in-class test + error correction teaching method is better than that of traditional teaching method, which is helpful to improve the clinical practice skills of medical students and can be popularised and applied.

     

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