ObjectiveTo explore the effects of pediatric teaching ward-round based on constructivism.

MethodsForty-six undergraduate interns majoring in five-year clinical medicine were randomly divided into the observation group(26 students) and control group(20 students).The traditional mode of teaching rounds was implemented in control group, namely, the teacher was the center, the students were taught with interrogation and physical examination skills, the teacher analyzed and and explained the key points and difficulties, and summarized the teaching rounds.The student-centered mode of teaching ward-round in observation group was implemented, namely, under the guidance of constructivism theory, the teaching ward-round was designed according to the four elements of situation, cooperation, conversation and meaning construction.The whole teaching ward-round was conducted by students, the students conducted their own teaching ward-rounds according to the prearranged roles, and the teacher only gave the necessary guidance.Before the end of the internship, the students were tested with case analysis questions, and the teaching ward-rounds were analyzed and evaluated.

ResultsThe test results of case analysis questions showed that the difference of the achievement between the observation group(85.12±21.23) points and control group(81.80±19.33) points was not statistically significant(P>0.05).The evaluation of learning interest, ability to communicate with patients, clinical thinking ability, autonomous learning ability, humanistic care spirit and team spirit in observation group were better than those in control group(P < 0.01).

ConclusionsThe flexible application of constructivism theory in clinical teaching to create a learning situation conducive to knowledge construction can significantly improve the clinical teaching effect and praise rate.