(二) Teaching Process1. Theoretical Lectures:Including introductions, objectives, explanations, and interactions during thelecture, followed by quizzes and summaries.The course begins with reviewing andinterpreting key self-study knowledge points and issues from students' assignments,presenting learning objectives, systematically explaining key knowledge, reinforcingwith cases, and interactive problem-solving to enhance learning efficiency andcomprehensiveabilities.Lecturesemphasizecoreknowledgetransmission,interaction,and correct knowledge application (ideological and political education). Cases shouldbeused asmuch as possible for heuristic teaching,integrating anatomy,pathophysiology, microbiology, and other foundational knowledge, and reinforcingunderstanding of key and difficult points, aiming for a basic understanding of clinicalthinking.Knowledge explanation focuses on fundamentals but should encourageextended thinking.Discussion-based Teaching Method: Combined with theoretical lectures,integrated with clinical cases, adopting teacher-student interaction and student groupdiscussions to enhance students' active learning and creativity, independent problemanalysis and solving skills, critical thinking, information management, communication,and diagnosticthinkingabilities.Groups of aboutfive students (best with differentactivitylevels)randomly select onerepresentative to speak(30-40 minutes),withteachersprovidingfeedback and grading,and students participatingin mutualevaluation.2.LaboratoryClassesUsingsimulations andstandardized patients forphysical examinations andthefour main puncture experimental teaching. Teaching is organized in four stages: teacherreview or explanation of key knowledge and safety knowledge, demonstration of basicskills, student practice with teacher Q&A, and testing (included in usual grades) withsummarization and animal experiment ethics education.3.After-class Activities:Assign experimental report reflection questions to encourage students tosummarize all aspects of experiments,fostering clinical and logical thinking abilities.Organize an annual knowledge competition for voluntary student participation.4.Self-directedLearning:Utilizing SPOC (Small Private Online Course)-provincial premium onlinecourses, supported by the Smart Tree online course platform, effectively linking onlineand offline courses, with advanced research questions (e.g., student innovation projects)to stimulate learning enthusiasm. Teachers provide clear guided learning tasks forstudents to complete, cultivating self-study ability and independent thinking andsynthesis skills.(三).TeachingEnvironmentandResources
(二) Teaching Process 1. Theoretical Lectures: Including introductions, objectives, explanations, and interactions during the lecture, followed by quizzes and summaries. The course begins with reviewing and interpreting key self-study knowledge points and issues from students' assignments, presenting learning objectives, systematically explaining key knowledge, reinforcing with cases, and interactive problem-solving to enhance learning efficiency and comprehensive abilities. Lectures emphasize core knowledge transmission, interaction, and correct knowledge application (ideological and political education). Cases should be used as much as possible for heuristic teaching, integrating anatomy, pathophysiology, microbiology, and other foundational knowledge, and reinforcing understanding of key and difficult points, aiming for a basic understanding of clinical thinking. Knowledge explanation focuses on fundamentals but should encourage extended thinking. Discussion-based Teaching Method: Combined with theoretical lectures, integrated with clinical cases, adopting teacher-student interaction and student group discussions to enhance students' active learning and creativity, independent problem analysis and solving skills, critical thinking, information management, communication, and diagnostic thinking abilities. Groups of about five students (best with different activity levels) randomly select one representative to speak (30-40 minutes), with teachers providing feedback and grading, and students participating in mutual evaluation. 2. Laboratory Classes: Using simulations and standardized patients for physical examinations and the four main puncture experimental teaching. Teaching is organized in four stages: teacher review or explanation of key knowledge and safety knowledge, demonstration of basic skills, student practice with teacher Q&A, and testing (included in usual grades) with summarization and animal experiment ethics education. 3.After-class Activities: Assign experimental report reflection questions to encourage students to summarize all aspects of experiments, fostering clinical and logical thinking abilities. Organize an annual knowledge competition for voluntary student participation. 4. Self-directed Learning: Utilizing SPOC (Small Private Online Course) - provincial premium online courses, supported by the Smart Tree online course platform, effectively linking online and offline courses, with advanced research questions (e.g., student innovation projects) to stimulate learning enthusiasm. Teachers provide clear guided learning tasks for students to complete, cultivating self-study ability and independent thinking and synthesis skills. （三）. Teaching Environment and Resources
SmartTreePlatform:OnlinePlatform:Learningcommunityon[https://www.zhihuishu.com/(https://www.zhihuishu.com/)-WeChatOfficialAccount:Clinical SkillsTeachingAssistantLaboratory Classes: Skills learning conducted in groups in the skill buildinglaboratory, with each group led by a teacher. Each group has about 10-15 students inonelaboratory equipped with various operation models,a smart blackboard,andstandardteachingvideoswithTheoretical Teaching:Conducted in multimedia classrooms equippedprojection and internet access.三.Evaluation Method1.Relationship Between Assessment Forms, Learning Objectives, and TeachingActivitiesThe assessment form should revolve around the course objectives, serving as animportant means to test the attainment ofcourse objectives.Theforms should bemulti-dimensional,diverse,and conducted overmultipleperiodsTable I: Correspondence between Course Objectives, Teaching Activities, andAssessment MethodsOfflineOnlineClassroome OnlineExperimentsEvaluationSelf-Course ObjectivesTeachingandAssignments andMethodsDiscussionsstudyDiscussionsFeedbackMHQualityObjectiveThroughoutGroupDiscussionCommunication,HMMandEvaluation +Coordination,Teamwork AbilityClassroomFeedbackClassroomKnowledgeLHHMTests+ObjectiveExamsCaseAnalysisCaseHHandClinicalMAnalysisDiagnosis ProblemsGroupExperimentHHMSkill ObjectiveEvaluation +CaseAnalysisSelf-learningOnlineMHAssignmentCommunication
Online Platform:Learning community on Smart Tree Platform: [https://www.zhihuishu.com/](https://www.zhihuishu.com/) -WeChat Official Account: Clinical Skills Teaching Assistant Laboratory Classes: Skills learning conducted in groups in the skill building laboratory, with each group led by a teacher. Each group has about 10-15 students in one laboratory equipped with various operation models, a smart blackboard, and standard teaching videos. Theoretical Teaching:Conducted in multimedia classrooms equipped with projection and internet access. 三. Evaluation Method 1. Relationship Between Assessment Forms, Learning Objectives, and Teaching Activities The assessment form should revolve around the course objectives, serving as an important means to test the attainment of course objectives. The forms should be multidimensional, diverse, and conducted over multiple periods. Table 1: Correspondence between Course Objectives, Teaching Activities, and Assessment Methods Course Objectives Online Selfstudy Online Assignments Offline Experiments and Discussions Classroom Teaching and Discussions Evaluation Methods Quality Objective M H Feedback Throughout - Communication, Coordination, and Teamwork Ability M H M Group Discussion Evaluation + Classroom Feedback Knowledge Objective M L H H Classroom Tests + Exams - Case Analysis and Clinical Diagnosis Problems M H H Case Analysis Skill Objective M H H Group Experiment Evaluation + Case Analysis - Self-learning, Communication, M H Online Assignment
OflineOnlineClassroomOnlineExperimentsEvaluationSelf-Course ObjectivesTeachingand中Assignments andMethodsstudyDiscussionsDiscussionsImitative DialecticalEvaluation,ThinkingandGroupCriticalThinkingDiscussionProblem-Ability,Evaluation,Solving AbilityValue-addedEvaluationAbilitytoContinuously LearnValue-addedHHMMNewEvaluationDiagnosticTechniquesNote: H, M, L represent high, medium, and low correlation, respectively2.MainFormsofAssessment(1) Online Assignment Evaluation: Multiple-choice questions and true/falsequestions will be automatically graded online. Specific scoring standards are in Table2.(2)ClassroomGroupInternshipEvaluation:Students will performoperationsone by one,scored by theteacher (weight20%),with atotal scoreof 10,recorded asthe experimental class grade for each student in the group, with an additional point foracting as an SP.Scoring standardsare inTable2:Table2:ClinicalSkillsLaboratoryPerformanceEvaluationFormStudentStudentTeachingDateCourse TeacherClassGroupContentClassroomHands-onAnsweringActing as a Model orEvaluationDisciplineQuestions (2Operation(5DemonstrationItem(2 points)points)points)Operation (1 point)Respectingteachers, listening ListeningNot listeningattentively,noattentivelyattentively, distracted,Content andNameandviolations ofoccasionallyplaying with phones,Student ID Scoreclassroomdistracted orchatting seriously,discipline (2chatting (1 point) sleeping (O points)points)(3) Final Exam:
Course Objectives Online Selfstudy Online Assignments Offline Experiments and Discussions Classroom Teaching and Discussions Evaluation Methods Imitative Dialectical Thinking and Critical Thinking Ability, ProblemSolving Ability Evaluation, Group Discussion Evaluation, Value-added Evaluation - Ability to Continuously Learn New Diagnostic Techniques M M H H Value-added Evaluation Note: H, M, L represent high, medium, and low correlation, respectively. 2. Main Forms of Assessment （1） Online Assignment Evaluation: Multiple-choice questions and true/false questions will be automatically graded online. Specific scoring standards are in Table 2. （2） Classroom Group Internship Evaluation:Students will perform operations one by one, scored by the teacher (weight 20%), with a total score of 10, recorded as the experimental class grade for each student in the group, with an additional point for acting as an SP. Scoring standards are in Table 2: Table 2: Clinical Skills Laboratory Performance Evaluation Form Student Class Student Group Course Teacher Teaching Content Date Evaluation Item Classroom Discipline (2 points) Answering Questions (2 points) Hands-on Operation (5 points) Acting as a Model or Demonstration Operation (1 point) - - - - - - - - Name and Student ID Content and Score Respecting teachers, listening attentively, no violations of classroom discipline (2 points) Listening attentively, occasionally distracted or chatting (1 point) Not listening attentively, distracted, playing with phones, chatting seriously, sleeping (0 points) （3）Final Exam:
Multi-station Examination: Arranged uniformly after the course ends, coveringphysical examination and basic puncture skills, with question types based on theClinical SkillsTeaching SyllabusandPhysicianQualificationExaminationrequirements.The full score is 100, with the score being the average of eachoperation.Written Exam: The final exam questions will be from the Renmin Wei questionbank, based on the scope requirements of the"Clinical Diagnostics" course teachingsyllabus3.CompositionofAssessmentScores(1)Process Assessment (40%):Attendance 20%+StageAssessment 20%(FirstSemester),Attendance20%+InternshipPerformance20%(SecondSemester)(2) Final Examination (60%): Theory written test (First Semester), Skillsexamination (Second Semester).The specific composition is in Table 3.Table 3:Composition of"Clinical Skills"ScoresEvaluationEvaluationProportionEvaluationAchieved Goals(%)FormStageContentProcessFirst20AttendanceKnowledge ObjectivesEvaluationSemester(40%)20Stage TestSecondKnowledge, Skills, and20AttendanceSemesterQuality ObjectivesInternship20PerformanceTheory WrittenFinal Evaluation FirstKnowledge, Skills, and60(60%)SemesterExamQuality ObjectivesSecond60Skills ExamSemester四.Allocation ofClass HoursThis syllabus is for English-medium undergraduateteaching,witha total of 112hours, including 56 hours of classroom lectures and 56 hours of laboratory work.Thespecific allocation is in Table5.Table 5: Allocation of Class Hours for"Clinical Diagnostics
Multi-station Examination: Arranged uniformly after the course ends, covering physical examination and basic puncture skills, with question types based on the Clinical Skills Teaching Syllabus and Physician Qualification Examination requirements. The full score is 100, with the score being the average of each operation. Written Exam: The final exam questions will be from the Renmin Wei question bank, based on the scope requirements of the "Clinical Diagnostics" course teaching syllabus. 3. Composition of Assessment Scores （1）Process Assessment (40%): Attendance 20% + Stage Assessment 20% (First Semester), Attendance 20% + Internship Performance 20% (Second Semester). （2）Final Examination (60%): Theory written test (First Semester), Skills examination (Second Semester). The specific composition is in Table 3. Table 3: Composition of "Clinical Skills" Scores Evaluation Form Evaluation Stage Evaluation Content Proportion (%) Achieved Goals Process Evaluation (40%) First Semester Attendance 20 Knowledge Objectives Stage Test 20 Second Semester Attendance 20 Knowledge, Skills, and Quality Objectives Internship Performance 20 Final Evaluation (60%) First Semester Theory Written Exam 60 Knowledge, Skills, and Quality Objectives Second Semester Skills Exam 60 四. Allocation of Class Hours This syllabus is for English-medium undergraduate teaching, with a total of 112 hours, including 56 hours of classroom lectures and 56 hours of laboratory work. The specific allocation is in Table 5. Table 5: Allocation of Class Hours for "Clinical Diagnostics
ClassClassRemarksTheoretical ContentLaboratory ContentHoursHoursOverview of DiagnosticsInquiry, Diagnostic34ThinkingInquiry, Diagnostic ThinkingFever, Cough, Expectoration,Dyspnea, Hemoptysis3Chest Pain, Palpitations, EdemaAbdominal Pain, Diarrhea,3Hematemesis and Melena,JaundiceOliguria, Anuria, Polyuria,Frequency, Urgency, Dysuria,3Hematuria, Joint Pain and BackPainHeadache, Convulsions, Vertigo3and Syncope, ConsciousnessDisordersGeneral Physical Examination(Inspection, Palpation,23General ExaminationPercussion, Auscultation), VitalSignsHead and Neck23Head and Neck ExaminationExaminationCardiovascular System PhysicalCardiovascular System46ExaminationPhysical ExaminationChest Physical46ChestPhysicalExaminationExaminationAbdominal PhysicalAbdominal Physical64ExaminationExaminationCardiopulmonary4Auscultation TrainingPathological Abdominal4Physical ExaminationNervous System PhysicalNervous System Physical45ExaminationExaminationSpine and Limb PhysicalSpine and Limb Physical42ExaminationExaminationUseof Electrocardiograph48Electrocardiogramand ReadingElectrocardiograms4Thoracentesis
Theoretical Content Class Hours Laboratory Content Class Hours Remarks Overview of Diagnostics, Inquiry, Diagnostic Thinking 3 Inquiry, Diagnostic Thinking 4 Fever, Cough, Expectoration, Dyspnea, Hemoptysis Chest Pain, Palpitations, Edema 3 Abdominal Pain, Diarrhea, Hematemesis and Melena, Jaundice 3 Oliguria, Anuria, Polyuria, Frequency, Urgency, Dysuria, Hematuria, Joint Pain and Back Pain 3 Headache, Convulsions, Vertigo and Syncope, Consciousness Disorders 3 General Physical Examination (Inspection, Palpation, Percussion, Auscultation), Vital Signs 3 General Examination 2 Head and Neck Examination 3 Head and Neck Examination 2 Cardiovascular System Physical Examination 6 Cardiovascular System Physical Examination 4 Chest Physical Examination 6 Chest Physical Examination 4 Abdominal Physical Examination 6 Abdominal Physical Examination 4 Cardiopulmonary Auscultation Training 4 Pathological Abdominal Physical Examination 4 Nervous System Physical Examination 5 Nervous System Physical Examination 4 Spine and Limb Physical Examination 2 Spine and Limb Physical Examination 4 Electrocardiogram 8 Use of Electrocardiograph and Reading Electrocardiograms 4 Thoracentesis 4