Application of Standardized Patients in Clinical Practice Teaching of Thyroid and Breast Surgery
Abstract
Objective: To study and analyze the application effect and practical value of the standardized patient teaching method
in clinical practice teaching of thyroid and breast surgery. Methods: According to the exclusion and inclusion requirements, 30
students from Xi’an Medical College and Medical School of Yan’an University who practiced in the Department of Thyroid and
Breast Surgery during January 2020 to December 2021 were selected as the research objects, together with 100 standardized
patients. Two groups were formed according to the blind method, with 15 and 50 objects in the control group who were taught by
traditional practice teaching methods, while 15 and 50 objects in the experiment group and taught by the standardized scenario
simulation teaching method. After standardized teaching, the clinical thinking ability, mastery of treatment knowledge and teaching
satisfaction of the two groups of students were compared, and the treatment efficiency of patients was compared. Results: After the
implementation of different teaching methods, the clinical thinking ability, theoretical and practical knowledge of the experimental
group were significantly improved, with higher teaching satisfaction and higher effective rate of treatment. The difference of
relevant indicators was statistically significant (P < 0.05). Conclusion: In the practice teaching of therapeutic skills, adopting the
standardized scenario simulation teaching method is effective and valuable in practical application.
in clinical practice teaching of thyroid and breast surgery. Methods: According to the exclusion and inclusion requirements, 30
students from Xi’an Medical College and Medical School of Yan’an University who practiced in the Department of Thyroid and
Breast Surgery during January 2020 to December 2021 were selected as the research objects, together with 100 standardized
patients. Two groups were formed according to the blind method, with 15 and 50 objects in the control group who were taught by
traditional practice teaching methods, while 15 and 50 objects in the experiment group and taught by the standardized scenario
simulation teaching method. After standardized teaching, the clinical thinking ability, mastery of treatment knowledge and teaching
satisfaction of the two groups of students were compared, and the treatment efficiency of patients was compared. Results: After the
implementation of different teaching methods, the clinical thinking ability, theoretical and practical knowledge of the experimental
group were significantly improved, with higher teaching satisfaction and higher effective rate of treatment. The difference of
relevant indicators was statistically significant (P < 0.05). Conclusion: In the practice teaching of therapeutic skills, adopting the
standardized scenario simulation teaching method is effective and valuable in practical application.
Keywords
Standardized Patient Teaching Method; Clinical Practice Teaching; Satisfaction; Clinical Thinking Ability; Mastery of Treatment Knowledge
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PDFReferences
[1] Zhang Q, Li R, Li Y, et al. Application of CBL combined with standardized patients in breast surgery probation teaching. Science & Technology Information 2020; 18(33): 179–182.
[2] Xiang H, Wang Y, Wang H. The teaching effect of standardized patient situational simulation teaching in practical teaching. Education and Teaching Forum 2020; (21): 228–229.
[3] Wang Z, Bao X, Zhao W, et al. Application and significance of standardized patients in clinical practice teaching of obstetrics and gynecology (in Chinese). Invention and Innovation (Vocational Education) 2021; 4(4): 122, 124.
DOI: https://doi.org/10.18282/l-e.v10i8.3064
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