Abstract:
Objective
To explore the effect of multimodal teaching method in the teaching of contact heat-evoked potentials （CHEPs）.
Methods
A total of 35 graduate students and residents participating in standardized training of internal medicine from the First and Second Medical Centers of Chinese PLA General Hospital from October 2021 to August 2023 were selected as the research subjects.After stratification based on educational level，they were randomly divided into an experimental group （n=18） and a control group （n=17）. Both groups received theoretical training of chronic renal failure as well as theoretical and practical training of CHEPs. The control group received the teaching by the traditional method，while the experimental group received the teaching by the multimodal teaching method. After training，the assessment results of the two groups were compared.
Results
Compared with the assessment of the control group，the experimental group's theoretical test score [（86. 23 ± 3. 90） vs （82. 08 ±4.88） points]，operational test score [（86. 57 ± 4. 52） vs （82. 21 ± 3. 21） points]，and total score[（86.41 ±4.26） vs （82.11 ±4.07） score] were all significantly increased （P ＜0.05）.
Conclusion
The multimodal teaching method could significantly improve the teaching effect of CHEPs.
Key words:
Multimodal teaching method,
Chronic renal failure,
Contact heat-evoked potentials,
Neuroelectrophysiology,
Small fiber neuropathy
Bo Sun, Xusheng Huang, Xiujuan Bai, Yan'e Guo, Zhaohui Chen, Li Ling, Mengjie Huang, Zheyi Dong. Effect of multimodal teaching method in teaching of contact heat evoked-potentials （CHEPs）[J]. Chinese Journal of Kidney Disease Investigation(Electronic Edition), 2024, 13(05): 288-290.