Luhong Li1, Zhaoyang Hu2, Zhengjin Yi2, Gang Ma3, Chuan Xiao2, Li Wan2. 1. Department of Education and Science, General Hospital of Pangang Group Panzhihua 617000, Sihcuan, China. 2. Department of Urinary Surgery, General Hospital of Pangang Group Panzhihua 617000, Sihcuan, China. 3. Department of Orthopedics, General Hospital of Pangang Group Panzhihua 617000, Sihcuan, China.
Abstract
OBJECTIVE: To explore the application effect of standardized clinical skills instruction video based on QR code management in clinical teaching to promote the information reform and innovation of clinical teaching and seek a new practice method with a higher teaching efficiency. METHODS: A total of 150 clinical, medical-technical, and nursing interns who completed their internship in our hospital by June 2021 after being enrolled in 2020 were assigned to the experimental group, and 84 interns who completed their internship by June 2020 after being recruited in 2019 were retrospectively included in the control group. The experimental group received standardized clinical skills instruction videos based on QR code management to clinical teaching, while the control group was given the traditional teaching method. The costs of teaching models, materials management, and human resources in the clinical skills center that were eventually consumed by the two groups were counted, and the satisfaction of the interns and teachers towards teaching activities was investigated by a satisfaction questionnaire. In addition, the scores of the final exam of internship skills and the pass rate of the enrollment skill exam for residency training were compared between the two groups. RESULTS: After the application of standardized clinical skills instruction videos based on QR code management to clinical teaching, the cost of running the clinical skills center was significantly reduced ($800 vs. $10,000), and the intern trainees (χ2=10.088, P=0.0064) and teachers (χ2=6.1138, P=0.0470) who received these videos expressed higher satisfaction than those given the traditional teaching model, with better performance on the final exam of internship skills (t=11.952, P=0.0000) and a higher pass rate of the enrollment skills exam for residency training (χ2=6.402, P=0.0114). CONCLUSION: The standardized clinical skills instruction video based on QR code management can realize the synchronization of classroom teaching and network teaching and the decentralized network-independent learning, which promotes the information reform and innovation of clinical hospital teaching based on the integration of multimedia teaching and network learning and provides a novel practice method with a higher effect for clinical hospital teaching. AJTR
OBJECTIVE: To explore the application effect of standardized clinical skills instruction video based on QR code management in clinical teaching to promote the information reform and innovation of clinical teaching and seek a new practice method with a higher teaching efficiency. METHODS: A total of 150 clinical, medical-technical, and nursing interns who completed their internship in our hospital by June 2021 after being enrolled in 2020 were assigned to the experimental group, and 84 interns who completed their internship by June 2020 after being recruited in 2019 were retrospectively included in the control group. The experimental group received standardized clinical skills instruction videos based on QR code management to clinical teaching, while the control group was given the traditional teaching method. The costs of teaching models, materials management, and human resources in the clinical skills center that were eventually consumed by the two groups were counted, and the satisfaction of the interns and teachers towards teaching activities was investigated by a satisfaction questionnaire. In addition, the scores of the final exam of internship skills and the pass rate of the enrollment skill exam for residency training were compared between the two groups. RESULTS: After the application of standardized clinical skills instruction videos based on QR code management to clinical teaching, the cost of running the clinical skills center was significantly reduced ($800 vs. $10,000), and the intern trainees (χ2=10.088, P=0.0064) and teachers (χ2=6.1138, P=0.0470) who received these videos expressed higher satisfaction than those given the traditional teaching model, with better performance on the final exam of internship skills (t=11.952, P=0.0000) and a higher pass rate of the enrollment skills exam for residency training (χ2=6.402, P=0.0114). CONCLUSION: The standardized clinical skills instruction video based on QR code management can realize the synchronization of classroom teaching and network teaching and the decentralized network-independent learning, which promotes the information reform and innovation of clinical hospital teaching based on the integration of multimedia teaching and network learning and provides a novel practice method with a higher effect for clinical hospital teaching. AJTR