ABSTRACT
Objective To investigate the application and effect of blended learning in epidemiology course.Methods The 83 nursing undergraduates in one class of grade 2016 were enrolled as experimental group and the 122 nursing undergraduates in another class were enrolled as control group.The undergraduates in the experimental group received blended learning in epidemiology course,and those in the control group received traditional teaching.An anonymous questionnaire survey was performed after the course ended,and the teaching effect was assessed based on the score of a non-standard answer examination and the degree of recognition of comprehensive ability cultivation.SPSS 18.0 was used for data analysis,and the t-test and the chi-square test were used for comparison of data between groups.Results The experimental group had a significantly higher total score than the control group [(85.55 ± 10.49) vs.(80.07 ± 9.47),t=3.897,P=0.000].Compared with the control group,the experimental group had a significantly higher degree of recognition of independent learning ability,cooperative ability,knowledge application,and problem-solving ability after blended learning (P＜0.05).Conclusion Blended learning can be applied in epidemiology course,and its teaching effect is accepted by students.
ABSTRACT
Objective To analyze the implementation effect of formative assessment in nutri-tion and food hygiene. Methods 55 students of Class One from grade 2010 majoring in preventive medicine were taken as the control group, with 56 students of Class Two as the experimental group.The control group used the summative assessment , while the experimental group used the formative assessment. Results were analyzed by course examinations and questionnaire surveys. SPSS 17.0 soft-ware was used and the measurement data were expressed by x±s. Statistical analysis was performed using t test, test, rank sum test, a Yuan linear correlation analysis, with the level of test α=0.05. Results The experimental scores and final scores of experimental group students were significantly higher than the control group and the difference was statistically significant(P values were 0.001, 0.000). The experimental group's overall result is closer to the negative skewed distribution. The ex-perimental group's average score of 89 points is significantly higher than the control group's average score of 79 points(P<0.01), and the usual results and the final results were positively correlated(r=0.865, P<0.001). The survey indicated that the students recognized the application of formative assess-ment in teaching process . Conclusion Formative assessment can help improve the teaching and learning quality in nutrition and food hygiene.