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| A cross sectional survey of teaching effect of clinical trial among different level students in military university |
| SAI Xiaoyong1 SHI Jinhao1 SONG Yujian1 MA Lizhi2 SUN Yuanyuan1 |
| 1.Institute of Geriatrics, the 2nd Medical Center of PLA General Hospital National Clinical Research Center for Geriatric Diseases, Beijing 100853, China; 2.Department of Emergency Medicine, the 3rd Medical Center of PLA General Hospital, Beijing 100039, China |
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Abstract Objective To explore the effects of students at different levels on the teaching of clinical trial theory, and to provide evidence-based basis for effectively improving the teaching effects of clinical trial courses for students in military medical university. Methods From September 2016 to September 2017, a total of 922 students with doctor′s degree, master′s degree and upgraded degree from Medical School of Chinese PLA were selected by cluster sampling. According to the difference of educational background, they were divided into the doctor student group, the master student group and the upgraded student group. Before and after the teaching, a unified questionnaire was used for face-to-face investigation, including 10 questions of right and wrong judgment. The accuracy of each question was compared before and after, and at the same time, the basic knowledge and learning purpose of the upgraded students were investigated. Results A total of 1844 questionnaires were issued, of which 1644 were valid, including 828 for doctoral student group, 716 for master student group, and 100 for upgraded student group. The total scores of the master students group and the doctor students group were significantly higher after teaching than before, with statistically significant differences (all P ＜ 0.05). Meanwhile, the accuracy of each question increased, but the degree of improvement was different according to the questions. There was no statistically significant difference in the total score of the upgraded students before and after teaching (P ＞ 0.05). The total score of the doctor students group before teaching was higher than that of the master students group and the upgraded students group. After teaching, the total score of the master student group was higher than that of the doctor student group and the upgraded student group, and the differences were statistically significant (all P ＜ 0.05). According to the survey before class, most of the upgraded students had not contacted or understood of this course before teaching, and 71.0% of the upgraded students took this course for the purpose of helping to write and publish papers. Conclusion Students with different educational backgrounds have different degrees in mastering basic theory of clinical trials. Therefore, training should be conducted for students at different levels and teaching should be conducted according to the individual.
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