Background: Pericardial effusion may progress to cardiac tamponade when pressure around the heart increases to a level comparable to that of the right and left atria. Patients with cardiac tamponade need timely comple...Background: Pericardial effusion may progress to cardiac tamponade when pressure around the heart increases to a level comparable to that of the right and left atria. Patients with cardiac tamponade need timely completion of emergency pericardiocentesis to relieve the threat to the patient’s life, and to save valuable time for patients who need emergency thoracotomy and pericardial window drainage. Pericardiocentesis is a necessary clinical skill for residents in standardized training. In addition, nurses who are familiar with this technology can better assist clinicians to perform this operation. In order to make the medical staff quickly master the theoretical knowledge of emergency pericardiocentesis, we designed a “1 + 1 + 1” teaching method for the theoretical teaching of emergency pericardiocentesis. Objective: This study aims to explore the effectiveness of the “1 + 1 + 1” teaching method in the theoretical teaching of emergency pericardiocentesis. Methods: We used an English teaching video of emergency pericardiocentesis and applied the “1 + 1 + 1” teaching method for theoretical teaching. A questionnaire survey was conducted before and after the lecture among 19 medical staff of different years of service to understand their mastery of the theoretical content of emergency pericardiocentesis before and after the lecture. According to the years of service, the medical staff were divided into three groups: 1 - 3 years (Group A), 4 - 10 years (Group B), and over 10 years (Group C), and the changes in the mastery of various contents by the overall medical staff and each group were statistically analyzed. Results: Before the lecture, the number of people who mastered the indications, contraindications, most commonly used methods, and common complications of emergency pericardiocentesis were 15, 12, 16, and 17, respectively, whereas after the lecture, these numbers increased to 17, 19, 19, and 19, respectively. The overall mastery before and after the lecture was statistically significant (p Conclusion: The “1 + 1 + 1” teaching method can effectively improve the overall mastery level of medical staff’s theoretical knowledge of emergency pericardiocentesis, especially in improving the mastery of contraindications of this operation.展开更多
The teaching mode of the Computer Composition Principles includes theoretical and practical teaching.At present,there is a problem of inconsistency in the teaching content of the two methods in our school.To this end,...The teaching mode of the Computer Composition Principles includes theoretical and practical teaching.At present,there is a problem of inconsistency in the teaching content of the two methods in our school.To this end,this paper conducts online and offline hybrid teaching based on the learning platform and the virtual simulation experiment platform,and cleverly applies ideological and political elements to theoretical and practical teaching to practice ideological and political education.Finally,the combination of theoretical and practical teaching modes can further help students firmly grasp the core knowledge points and improve the teaching quality and level of this course.展开更多
Through the methods of literature and on-the-spot visit, this paper aims at studying the teaching system of physical education theory and the innovation of teaching methods in colleges and universities, and promoting ...Through the methods of literature and on-the-spot visit, this paper aims at studying the teaching system of physical education theory and the innovation of teaching methods in colleges and universities, and promoting the perfection of the teaching system of physical education （PE） theory in universities.展开更多
文摘Background: Pericardial effusion may progress to cardiac tamponade when pressure around the heart increases to a level comparable to that of the right and left atria. Patients with cardiac tamponade need timely completion of emergency pericardiocentesis to relieve the threat to the patient’s life, and to save valuable time for patients who need emergency thoracotomy and pericardial window drainage. Pericardiocentesis is a necessary clinical skill for residents in standardized training. In addition, nurses who are familiar with this technology can better assist clinicians to perform this operation. In order to make the medical staff quickly master the theoretical knowledge of emergency pericardiocentesis, we designed a “1 + 1 + 1” teaching method for the theoretical teaching of emergency pericardiocentesis. Objective: This study aims to explore the effectiveness of the “1 + 1 + 1” teaching method in the theoretical teaching of emergency pericardiocentesis. Methods: We used an English teaching video of emergency pericardiocentesis and applied the “1 + 1 + 1” teaching method for theoretical teaching. A questionnaire survey was conducted before and after the lecture among 19 medical staff of different years of service to understand their mastery of the theoretical content of emergency pericardiocentesis before and after the lecture. According to the years of service, the medical staff were divided into three groups: 1 - 3 years (Group A), 4 - 10 years (Group B), and over 10 years (Group C), and the changes in the mastery of various contents by the overall medical staff and each group were statistically analyzed. Results: Before the lecture, the number of people who mastered the indications, contraindications, most commonly used methods, and common complications of emergency pericardiocentesis were 15, 12, 16, and 17, respectively, whereas after the lecture, these numbers increased to 17, 19, 19, and 19, respectively. The overall mastery before and after the lecture was statistically significant (p Conclusion: The “1 + 1 + 1” teaching method can effectively improve the overall mastery level of medical staff’s theoretical knowledge of emergency pericardiocentesis, especially in improving the mastery of contraindications of this operation.
基金National Natural Science Foundation of China(62302014)Key Project of Science Research in Universities of Anhui Province of China(2023AH050492,2023AH050497)+2 种基金Anhui Province Graduate Education Teaching Key Project(2023jyjxggyjY193)Anqing Normal University Undergraduate Education Teaching Key Project(2023aqnujyxm15,2023aqnujyxm12)Anqing Normal University Undergraduate Education Teaching General Project(2023aqnujyxm34)。
文摘The teaching mode of the Computer Composition Principles includes theoretical and practical teaching.At present,there is a problem of inconsistency in the teaching content of the two methods in our school.To this end,this paper conducts online and offline hybrid teaching based on the learning platform and the virtual simulation experiment platform,and cleverly applies ideological and political elements to theoretical and practical teaching to practice ideological and political education.Finally,the combination of theoretical and practical teaching modes can further help students firmly grasp the core knowledge points and improve the teaching quality and level of this course.
文摘Through the methods of literature and on-the-spot visit, this paper aims at studying the teaching system of physical education theory and the innovation of teaching methods in colleges and universities, and promoting the perfection of the teaching system of physical education （PE） theory in universities.
