'Four-in-One’ Teaching Model Promotes the Effectiveness of Clinical Practice Teaching in Emergency Medicine

Li YANG; Wen YU; Ying WANG; Linbo WANG; Yongjie HUANG; Jinglin LI

doi:10.12259/j.issn.2095-610X.S20241025

Volume 45 Issue 10

Oct. 2024

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Article Navigation > Journal of Kunming Medical University > 2024 > 45(10): 160-165

Li YANG, Wen YU, Ying WANG, Linbo WANG, Yongjie HUANG, Jinglin LI. 'Four-in-One’ Teaching Model Promotes the Effectiveness of Clinical Practice Teaching in Emergency Medicine[J]. Journal of Kunming Medical University, 2024, 45(10): 160-165. doi: 10.12259/j.issn.2095-610X.S20241025

Citation:

Li YANG, Wen YU, Ying WANG, Linbo WANG, Yongjie HUANG, Jinglin LI. 'Four-in-One’ Teaching Model Promotes the Effectiveness of Clinical Practice Teaching in Emergency Medicine[J]. Journal of Kunming Medical University, 2024, 45(10): 160-165. doi: 10.12259/j.issn.2095-610X.S20241025

Citation:

Li YANG, Wen YU, Ying WANG, Linbo WANG, Yongjie HUANG, Jinglin LI. 'Four-in-One’ Teaching Model Promotes the Effectiveness of Clinical Practice Teaching in Emergency Medicine[J]. Journal of Kunming Medical University, 2024, 45(10): 160-165. doi: 10.12259/j.issn.2095-610X.S20241025

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'Four-in-One’ Teaching Model Promotes the Effectiveness of Clinical Practice Teaching in Emergency Medicine

doi: 10.12259/j.issn.2095-610X.S20241025

1.
Dept. of Emergency，The First Affiliated Hospital of Kunming Medical University，Kunming Yunnan 650032
2.
Dept. of Science and Education Affiliated hospital of Yunnan University，Kunming Yunnan 650021，China

Received Date: 2024-07-01
Available Online: 2024-10-12
Publish Date: 2024-10-31

Abstract

Abstract

Objective To explore the effectiveness of the "four-in-one" teaching model in clinical practice teaching of emergency medicine. Methods A total of 200 students from the Class of 2022 in the Clinical Medicine program at Kunming Medical University were selected as research subjects. They were divided into two groups: the traditional teaching group and the new teaching model group, each with 100 students. The traditional group received conventional teaching methods, while the new model group experienced the "four-in-one" teaching model, which organically combines traditional lecturing with PBL methods, utilizing high-fidelity simulators as teaching tools and online platforms as carriers. After the course concluded, both groups were assessed on their theoretical knowledge and practical skills to objectively evaluate the teaching effectiveness. A questionnaire was distributed to gauge students' subjective evaluations and satisfaction regarding the practical teaching outcomes, as well as teachers' assessments of students' clinical competencies. Results The students in the new teaching model group scored significantly better in practical skills assessments compared to those in the traditional model group（P = 0.01）, but there was no statistically significant difference in theoretical assessment scores between the two groups （P = 0.67）. Survey results showed that the new model group students had significantly higher interest in learning, ability to integrate knowledge, and self-directed learning skills than the traditional model students （P < 0.01）. However, there was no significant difference in clinical thinking and communication skills scores between the two groups. Teacher evaluations indicated that the new model students had significantly better literature search skills than those in the traditional model （P < 0.01）, but the differences in responsiveness, analytical skills, and problem-solving abilities between the two groups were not statistically significant. Conclusions Compared to traditional teaching methods, the "four-in-one" teaching model has advantages in enhancing students' practical skills, learning interest, knowledge integration ability, self-directed learning capabilities, and literature retrieval skills. It improves the clinical practice teaching effectiveness for emergency medicine students and can provide insights for the reform and quality enhancement of emergency medicine practice teaching models.
- Problem-oriented,
- Network platform,
- Emergency medicine,
- Practice teaching

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References(16)

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