Volume 10 Issue 2
Sep.  2020
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Jing YUAN, Jun NI, Yi-cheng ZHU, Xiao-qing LIU, Ding-ding ZHANG, Hui PAN, Bin PENG, Li-ying CUI. Methods of Critical Reading in Clinical Teaching: Teaching Design and Practice[J]. Medical Journal of Peking Union Medical College Hospital, 2019, 10(2): 189-192. doi: 10.3969/j.issn.1674-9081.2019.02.020
Citation: Jing YUAN, Jun NI, Yi-cheng ZHU, Xiao-qing LIU, Ding-ding ZHANG, Hui PAN, Bin PENG, Li-ying CUI. Methods of Critical Reading in Clinical Teaching: Teaching Design and Practice[J]. Medical Journal of Peking Union Medical College Hospital, 2019, 10(2): 189-192. doi: 10.3969/j.issn.1674-9081.2019.02.020

Methods of Critical Reading in Clinical Teaching: Teaching Design and Practice

doi: 10.3969/j.issn.1674-9081.2019.02.020
  • Received Date: 2017-12-13
  • Publish Date: 2020-09-18
  •   Objective  To explore the Methods of critical reading based on active learning in clinical teaching.  Methods  A total of 38 students consisting of residents and postgraduates, who participated in both clinical and research work in the Department of Neurology of Peking Union Medical College Hospital, were organized to conduct a critical reading and discussion about literature every 2 weeks. The main process of discussion each time included self-selecting, analyzing, discussing, and raising questions about the literature with the Methods of critical reading, under the supervision of the teachers in case of necessity. Lectures on methodological knowledge were given as supplements. Literature from high-impact journals was suggested in the initial stage. The evaluation was mainly based on the reporting guidance published on the website "http://www.equator-network.org/", including observational, interventional, and diagnostic/prognostic studies, and systematic reviews published in English. Evaluation of the effect of critical reading was performed by questionnaire.  Results  Six sessions have been conducted since October 2017. The selected articles cover four types of study design: randomized controlled trials, cohort studies, diagnostic tests, and case-control studies, encompassing the specialities of cerebrovascular disease, multiple sclerosis, amyotrophic lateral sclerosis, and Parkinson's disease. Two lectures were delivered with topics of "research design and literature search". Feedback was collected anonymously by questionnaire. Eleven students responded that they learned the benefit of critical reading for building their reading habit; eleven students thought it was helpful in learning research methodology; four students considered their statistical knowledge was enhanced during these reading sessions; one student believed that it helped to update the latest progress in Neurology. Feedbacks about how to improve were scattered: five students wished more lectures being given; four students wished to focus more on the study of statistical knowledge during the discussion; three students wished to receive articles earlier; two students wanted more guidance from the teachers.  Conclusions  Generally, the whole design of teaching practice was well accepted among young doctors and medical students, giving us the confidence to improve students' ability of critical reading and conducting their own research in a way with critical thinking.
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