Clinical and scientific research teaching of acute kidney injury caused by rhabdomyolysis with the cloud group meeting method during the epidemic prevention and control

doi:10.3877/cma.j.issn.2095-3216.2022.02.003

Abstract

Abstract:

During the prevention and control of COVID-19 epidemic, online education has become an effective supplement to traditional teaching methods. Using the cloud conference software and the multi-level information teaching platform of the hospital, in conjunction with the Department of Nephrology, the Department of Rheumatology, and the Department of Imaging, the authors conducted clinical and scientific research teaching of acute kidney injury caused by rhabdomyolysis with the method of cloud group meeting during the epidemic prevention and control period. The teaching method of cloud group meeting achieved good results, as it had the characteristics of convenience, efficiency, and flexible content, etc. It is an effective means to improve the clinical and scientific research capabilities of postgraduates. It is not only an important supplement to clinical teaching in special circumstances, but also can be a long-term auxiliary teaching mode.

Key words: Cloud group meeting, Postgraduate, Clinical, Research, Teaching

Lingya Qiao, Ying Lin, Mengyang Liu, Juan Chen, Qiang Shi. Clinical and scientific research teaching of acute kidney injury caused by rhabdomyolysis with the cloud group meeting method during the epidemic prevention and control[J]. Chinese Journal of Kidney Disease Investigation(Electronic Edition), 2022, 11(02): 72-74.

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	云组会	传统组会
形式	灵活，不受场地和时间限制，学习场景多样	局限，参会人员必须到场参加
学习方法	可通过回放、录播等方式多次学习	参会学生掌握程度较差
学习资料	可提前线上分享，进行预习交流	会议中获取，效率低
参会人员	丰富，可包含课题其他相关科室人员，进行联合组会	局限，受制于参会人员的时间地点
临床教学	缺乏临床患者的查体、问诊等相关教学内容	生动，能在床旁进行病例教学
导师与学生的交流	较差，不能充分掌握学生对知识的吸收情况	互动多，能够有面对面的交流，有助于师生之间的相互沟通
会议专注度	较差，可能受外界环境干扰与网络环境	较好，成员集中会议

	云组会	传统组会
形式	灵活，不受场地和时间限制，学习场景多样	局限，参会人员必须到场参加
学习方法	可通过回放、录播等方式多次学习	参会学生掌握程度较差
学习资料	可提前线上分享，进行预习交流	会议中获取，效率低
参会人员	丰富，可包含课题其他相关科室人员，进行联合组会	局限，受制于参会人员的时间地点
临床教学	缺乏临床患者的查体、问诊等相关教学内容	生动，能在床旁进行病例教学
导师与学生的交流	较差，不能充分掌握学生对知识的吸收情况	互动多，能够有面对面的交流，有助于师生之间的相互沟通
会议专注度	较差，可能受外界环境干扰与网络环境	较好，成员集中会议

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