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Copyright of Chinese Journal of Lung Cancer is the property of Chinese Journal of Lung Cancer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Chinese Journal of Contemporary Neurology & Neurosurgery is the property of Chinese Journal of Contemporary Neurology & Neurosurgery and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Chinese Journal of Contemporary Neurology & Neurosurgery is the property of Chinese Journal of Contemporary Neurology & Neurosurgery and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Chinese Journal of Contemporary Neurology & Neurosurgery is the property of Chinese Journal of Contemporary Neurology & Neurosurgery and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective The aimed of this study was to explore the application of formative assessment system in parasitology teaching for I and II undergraduates according to the characteristics of medical parasitology, and to evaluate the application of the system. Methods Kunming Medical University 2012 Bachelor of medicine I and II module students were enrolled in the experimental group with formative assessment method, while 2011 Bachelor of medicine I and II module students were in the control group using traditional assessment methods. Results The scores of parasitology theory in experimental group were remarkably higher than those in control group (P < 0.05). Conclusion The results showed that medical parasitology formative assessment system was able to make an objective evaluation of student achievement, and could improve students' score and pass rate, and enhance the teaching effectiveness. [ABSTRACT FROM AUTHOR]

Bilingual leaching has been used for several years in many Colleges of Stomatology in China, but there are still some problems be solved in textbooks, training of teachers, methods of teaching, etc. This paper discusses the purpose, manners, problems and strategies of bilingual teaching in stomatology. We believe that the specialties of stomatology and the situations of China should be considered in conducting bilingual teaching. The purposes of bilingual teaching are to use English and/or Chinese to teach basic and clinical knowledge and skill in Stomatology, and enhance the English ability of the students as well. To achieve the purposes and improve the quality of bilingual teaching, a well- organized textbook and adequate qualified teachers are demanded, modern teaching medias and methods should be adopted, and a rational teaching quality evaluation system should be established and fulfilled. [ABSTRACT FROM AUTHOR]

Objective To evaluate the teaching effectiveness of problem-based learning and lecture- based learning in the teaching of surgery operation skill. Methods 120 students in Kunming Medical University were randomly divided into experimental group and control group, each group had 60 students. The teaching effectiveness of the two teaching methods were compared and appraised by examination and questionnaire survey. Results The average score in PBL group was higher than LBL group (P < 0.05), and the satisfaction degree of questionnaire survey in PBL group was higher than LBL group. Conclusion The teaching effectiveness of PBL is better than LBL, the PBL teaching method is worth popularization and application. [ABSTRACT FROM AUTHOR]

Objective The study aimed to compare the teaching efficiency between the evidence-based medicine (emb) PICOS model combined with the guiding type teaching method and traditional teaching method (LBL) in clinical teaching. Methods Eighty medical undergraduate students received the respiratory medicine clinical practice were randomly assigned into the experimental group (44 students, PICOS mode of ebm + guided learning method) and the control group (36 students, LBL) . At the end of the internship, examination in the same period was given to students of the two groups. The subjective indexes, such as the ability to explore problems, knowledge performance ability, clinical thinking ability, evaluation and understand of literatures were used as evaluation indexes for teaching effect, and the ability of disease comprehensive analysis and clinical application were used as the objective index. Results There was no significant statistical difference in the results of theory examination between the two groups (P > 0.05), but the PICOS mode of ebm + learning type group was significantly higher in the subjective indexes than LBL group ( P < 0.05) . Conclusion In clinical teaching of respiratory medicine, ebm PICOS model combined with the guiding type teaching method will contribute to improving the comprehensive analysis and clinical thinking abilities to disease of clinical interns. [ABSTRACT FROM AUTHOR]

Objective To design simulated pulmonary air embolism demonstration model, so as to solve the problem of pathological anatomy of pulmonary air embolism in experiment teaching. Methods According to the principle of the disturbance of local blood circulation and air embolism, we designed a pulmonary air embolism model. We took 223 school nursing students as the object of this study, and randomly divided them into 2 groups: animal experiment teaching group and model control group, then we compared the teaching effect between the two groups. Result The test scores of students in the animal experiment teaching group were higher than control group (P < 0.05). Conclusion The use of simulated pulmonary air embolism demonstration model teaching can improve the students' experimental test scores, and can be repeatedly used, stimulate students' study interest, reduce the cost of teaching, and improve the teaching quality. [ABSTRACT FROM AUTHOR]

Objective To investigate the effects of clinical pathway-based teaching methods in clinical teaching of hematology. Methods Interns， which studied in department of hematology， were classified non-randomized into two groups. The interns in experimental group received idiopathic thrombocytopenic purpura （ITP） clinical pathway-based teaching. And the interns in the control group received the seventh edition textbook of medicine-based traditional teaching. All interns were oral tested when they finished two weeks period clinical studied of hematology. Meanwhile，a questionnaire designed for clinical pathway-based teaching was included in this test only for the experimental group. Results There were 32 interns recruited in the group of clinical pathway-based teaching and 38 interns in the control group of traditional teaching. There were statistically significant differences between the two groups in the fields of the key points about history of diseases（ = 0.0017）， assessment of diagnostic criteria and differential diagnosis（ = 0.0074）， selection of laboratory examination items （ < 0.0001） for ITP. The group of clinical pathway-based teaching achieved higher scores than the control group. However，there was no statistically significant difference between the two groups in the field of selection of first-line treatment measure of ITP（ = 0.1155） . Moreover， the control group achieved higher scores than the group of clinical pathway-based teaching in the field of how to treat ITP patients with first-line treatment failure（ = 0.0003） . In addition，there were 93.8%interns in the experimental group accepted the new clinical pathway-based teaching tool in the survey. The open-ended question survey showed the clinical pathway teaching method was more simple， intuitive and standardizing than the traditional one. Conclusion The ITP clinical pathway，as an interns teaching tool of hematology，is helpful for understanding more clearly the diagnosis and treatment of ITP. However，an in-depth explanation is necessary combination with textbook of medicine study in the clinical teaching of ITP. [ABSTRACT FROM AUTHOR]

Medicine has dual features of humanities and natural science. Thus, it is necessary for the development of modern higher education to carry out the humanistic quality education to medical students. It is not wily the request of modem medical model and medical development, but also the urgent need of the development of medical and health. Besides, it plays an important part in the cultivation of medical students. In the face of the urgent need of cultivation for comprehensive humanistic quality of oral medical students, West China School of Stomatology, Sichuan University, led in the cultivation method which is oriented by competency, give some suggestions to deal with students' lack of language ability, humanistic concern to patients and aesthetic accomplishment. And it has already achieved a better teaching effect. [ABSTRACT FROM AUTHOR]