Application of action-oriented method in clinical teaching of postgraduates with professional degree in surgery

ObjectiveTo explore the application effect of action-oriented method in clinical teaching of master's professional degree students majoring in surgery, and to provide reference for improving the quality of clinical teaching for master's professional degree students majoring in surgery.

MethodsFifty-one master's professional degree students majoring in surgery who received clinical teaching in gastroenterology were randomly divided into an observation group (n=26) and a control group (n=25).Action-oriented and traditional teaching methods were used for clinical teaching, respectively.One month later, clinical teaching effectiveness evaluation and satisfaction survey of teaching effectiveness were conducted.

ResultsThe students in the observation group achieved higher scores in theoretical written tests, medical record writing, case analysis, skill operations, and total scores than the control group (P < 0.05 to P < 0.01).The satisfaction scores and total scores of the observation group students in terms of learning interest, teaching mode, and practical ability cultivation were also higher than those of the control group (P < 0.01).

ConclusionsThe action-oriented teaching model can significantly enhance students' self-learning ability, effectively cultivate the clinical thinking of master's professional degree students majoring in surgery, and improve the clinical training effect of surgical master's professional degree students majoring in surgery.