Objective To evaluate the feasibility and significance of problem-based learning (PBL) in orthopedic internship. Methods A total of 315 students in grade 2002 were involved in PBL during their internship in the Department of Orthopedics at the First Affiliated Hospital of China Medical University, Shenyang, China. Teaching effectiveness was evaluated with a questionnaire and an ability examination. The results of PBL teaching during different semesters were compared, and the feasibil ity and significance of PBL were analyzed. Results Students who participated in PBL were in a dominant position and were more active in the learning process. The PBL pattern could improve students’ ability to identify, analyze and solve problems, and also contribute to fostering and enhancing their clinical thinking. This could help them solve the problems that emerged from the theory curriculum.Conclusions The PBL pattern used in the orthopedics internship has advantages and practical significance, which are applicable in modern medical teaching practice.
Objective To investigate the prevalence of behavior problems in twins aged 10-16 years, and to provide a theoretical basis for the prevention and treatment of twins’ behavior problems. Methods Sixty-four pairs of twins aged 10-16 years in Chengdu city participated in this study. The Child Behavior Checklist (CBCL), completed by parents, was used to assess behavior problems. The prevalence of behavior problems in twins and the distribution characteristics for boys and girls and zygosities were estimated. Results The prevalence of behavior problems in the twins in this study was 6.25%. This was lower than the prevalence in a nationwide non-twins epidemiologic survey (P=0.0045). No significant difference was found in the prevalence of behavior problems between boys and girls and between different zygosities (P=0.891; P=0.258). Social problems were the main behavior problems noted in these twins, accounting for 38%. Conclusions The prevalence of behavior problems in twins aged 10-16 years is lower than that of non-twins. Social problems are the most common behavior problems in the twins in this study.
ObjectivesTo systematically review the application of evidence-based medicine (EBM) combined with problem-based learning (PBL) method in clinical teaching.MethodsDatabases including WanFang Data, CNKI, VIP, CBM, PubMed and EMbase were searched to identify eligible randomized controlled trials that compared EBM plus PBL with traditional lecture based learning (LBL) method in clinical teaching from inception to March 28th, 2020. Two reviewers independently screened literature, extracted data and assessed risk bias of included studies. Statistical analysis was performed using Stata 14.0 software.ResultsA total of 33 randomized controlled trials with 2 855 students were included. The results showed that students in EBM combined with PBL group obtained better scores of specialized theory (WMD=6.87, 95%CI 5.08 to 8.66, P<0.001), skills examination (WMD=10.57, 95%CI 8.98 to 12.16, P<0.001) and case analysis (WMD=9.79, 95%CI 4.71 to 14.88, P<0.001), comparing with those in LBL group. Besides, EBM combined with PBL method improved students’ overall ability including independent learning capability, clinical thinking ability, problem-solving capability, literature exploring capacity, communication and presentation skills and team-work ability.ConclusionsApplication of EBM combined with PBL method can improve clinical teaching quality.
Objective To explore the association between behavioral, emotional problems and life events among adolescents, and to determine which factors of life events correlate most highly with the behavioral, emotional problems. Method A total of 1 325 adolescents were investigated with Youth Self-Report (YSR) of Achenbach’s behavior checklist and Adolescent Self-Rating Life Events Checklist (ASLEC), and the data were analyzed with canonical correlation analysis. Results Canonical correlation was statistically significant. The correlation coefficients of the first pair of canonical variables in the male and female group were 0.631 3 and 0.621 1, respectively, and the cumulative proportion of the first two pairs of canonical variables was above 0.95. In the first pair of canonical variables, the loadings of anxious/depressed, interpersonal sensitivity and study pressure were higher, while in the second pair, withdrawal and punishment were the most important factors. Conclusions The effects of life events on emotional problems mainly contributed to interpersonal sensitivity and study pressure.
Objective To discover the similarities and differences between CBM and MEDLINE databases in the field of post-earthquake health issue research characteristics in order to provide references and aids to the scientific research administration, professional education and training, research subjects selection and project finance support. Methods CBM and MEDLINE databases (from January 1987 to December 2009) were systematically searched to obtain literature about post-earthquake health issues. Those studies were classified and compared by the characteristics of research objects, health issues, research periods, and types of study design. Results A total of 701 literature from CBM and 387 from MEDLINE were included. MEDLINE database provided more studies focusing on victims of natural calamities with specific age description than CBM (Plt;0.05). Research peak of CBM database centralized in the period of three months after earthquake (n=645, 92%), while MEDLINE was three years after the earthquake (n=191, 87.2%). Studies from both databases similarly focused on physical trauma and psychiatric/psychological issues (two types of health issues in total: CBM: n=727, 86.1%; MEDLINE: n=358, 83.4%). Investigations from CBM were primarily designed for retrospective and descriptive research (n=439, 62.6%), cross-sectional investigations (n=146, 20.8%) and case report (n=86, 12.3%) while MEDLINE focalized on cross-sectional investigations (n=177, 45.7%) and retrospective and descriptive research (n=146, 37.7%). Conclusion Compared to MEDLINE, studies from CBM database are relatively weak in the post-earthquake health issues of population with specific age characters, long-term health issues, levels of evidence and types of research design. The possible reasons are insufficient attention to the post-earthquake health issues, inadequate preparation for the research or limited knowledge about research methods.
Objective To explore the application effect of virtual reality simulation technology (VRST) combined with problem-based learning (PBL) mode in knee arthroscopy teaching in sports medicine department. Methods A total of 76 trainees in sports medicine at Sichuan Provincial Orthopedic Hospital from June 2021 to June 2022 were retrospectively selected. According to the different teaching modes, they were divided into the research group and the control group with 38 trainees in each group. The traditional teaching mode was implemented in the control group, while VRST and PBL mode were implemented in the research group. The objective assessment results and teaching effect feedback of the two groups were compared. Results There was no statistical difference between the two groups in the average theoretical score of the trainees (91.35±1.05 vs. 90.94±1.12, P>0.05). The scores of the three manipulating parts of the research group (9.03±0.24, 9.12±0.31, and 9.24±0.27, respectively) were higher than those of the control group (8.76±0.36, 8.44±0.57, and 8.35±0.51, respectively), moreover, trainees in the research group had higher scores for study enthusiasm, teaching satisfaction, three-dimensional space sense, and virtual reality conversion degree (9.12±0.16, 9.67±0.11, 9.34±0.22, and 9.56±0.18, respectively) than those of the control group (8.89±0.27, 9.16±0.34, 8.67±0.37, and 8.42±0.23, respectively), and the differences were all statistically significant (P<0.05). Conclusion VRST combined with PBL mode could improve trainees’ ability to operate arthroscopy significantly, and stimulate trainees’ subjective learning ability to improve teaching effect.