ObjectiveTo explore the effect of the STEM creative teaching mode with the concept of deep learning in the clinical teaching of orthopedics.

MethodsA total of 100 undergraduate students majoring in clinical medicine at Bengbu Medical College in 2017 were selected as the study subjects and randomly divided into a control group and an observation group, with 50 students in each group. The control group adopted the conventional teaching mode, and the observation group adopted the STEM teaching mode with deep learning as the core concept. A questionnaire survey was conducted in the middle of the course to compare the acceptance of the teaching method between the two groups. A professional knowledge assessment was conducted at the end of the course to compare the mastery of professional knowledge between the two groups, including professional knowledge, clinical analysis ability, clinical skills operation, and medical record writing. The satisfaction of the teaching method between the two groups was compared.

ResultsIn the middle of the course, except for the no statistically significant difference in communication and cooperation scores between the two groups (P>0.05), the students in the observation group had higher acceptance of all other items of the current teaching method than the control group (P < 0.05 to P < 0.01). At the end of the course, students in the observation group scored significantly higher than the control group in all professional courses (P < 0.01). The satisfaction rate of students in the observation group with teaching was 100.00% (50/50), which was higher than 76.00% (38/50) in the control group (P < 0.05).

ConclusionsThe STEM teaching model with deep learning as the core concept is better than the traditional teaching mode in terms of student acceptance, knowledge transfer and student satisfaction, and is worthy of further promotion.