Aprendizaje autónomo en la educación a distancia en estudiantes de Psicopedagogía durante la COVID-19: una revisión sistemática

Introducción: Durante la COVID-19, la educación a distancia fue una oportunidad para el ejercicio del autoaprendizaje en salud mediante el uso de recursos electrónicos, con el dinamismo e impulso del aprendizaje autodidacta mediante el uso de las TIC. Objetivo: Valorar a través de una revisión sistemática el comportamiento del aprendizaje autónomo en estudiantes de Psicopedagogía durante la pandemia por la COVID-19. Método: Se realizó una revisión sistemática en publicaciones entre los años 2020-2022, donde se identificaron 767 artículos en Scopus, 64 registros en SciELO y 759 en Google Scholar, luego de su procesamiento quedó una muestra de 52 artículos. Fueron recopilados: título, año, tipo de artículo, contexto, revista, indexación, tema, comentario, posible uso en el artículo, referencia bibliográfica y DOI. Las referencias bibliográficas se procesaron mediante el gestor bibliográfico Mendeley. Resultados: Se destacó el creciente acto investigativo acerca de las estrategias metodológicas de la autonomía en los aprendizajes en educación básica y con aspiraciones a efectuar estudios en salud, durante la pandemia por la COVID-19. El país con más producciones académicas sobre aprendizaje autónomo en educación básica fue Perú con cuatro, seguido de Ecuador con tres producciones científicas vinculadas a salud; también se encontraron investigaciones de otras latitudes. Conclusiones: El aprendizaje autónomo es una prioridad de vigencia actual, indispensable para responder a las demandas de una sociedad cambiante y compleja. En los países de Latinoamérica hubo creciente interés investigativo sobre aprendizaje autónomo en educación básica y que aspiraron a efectuar estudios en salud durante la pandemia por la COVID-19.

Introduction: During COVID-19, distance education was an opportunity to practice self-learning in health through the use of electronic resources, with the dynamism and promotion of self-taught learning through the use of ICT. Objective: To assess, through a systematic review, the behavior of autonomous learning in Psychopedagogy students during the COVID-19 pandemic. Method: A systematic review was carried out on publications between the years 2020-2022, where 767 articles were identified in Scopus, 64 records in SciELO and 759 in Google Scholar, after processing a sample of 52 articles remained. The following were collected: title, year, type of article, context, journal, indexing, topic, comment, possible use in the article, bibliographic reference and DOI. Bibliographic references were processed using the Mendeley bibliographic manager. Results: The growing research act was highlighted about the methodological strategies of autonomy in learning in basic education and with aspirations to carry out health studies, during the COVID-19 pandemic. The country with the most academic productions on autonomous learning in basic education was Peru with four, followed by Ecuador with three scientific productions linked to health; Research from other latitudes was also found. Conclusions: Autonomous learning is a current priority, essential to respond to the demands of a changing and complex society. In Latin American countries, there was growing research interest in autonomous learning in basic education and they aspired to carry out health studies during the COVID-19 pandemic.

Introdução: Durante a COVID-19, a educação a distância foi uma oportunidade para praticar a autoaprendizagem em saúde através do uso de recursos eletrônicos, com a dinamização e promoção da aprendizagem autodidata através do uso das TIC. Objetivo: Avaliar, por meio de uma revisão sistemática, o comportamento da aprendizagem autônoma em estudantes de Psicopedagogia durante a pandemia da COVID-19. Método: Foi realizada uma revisão sistemática sobre publicações entre os anos de 2020 a 2022, onde foram identificados 767 artigos na Scopus, 64 registros na SciELO e 759 no Google Acadêmico, após processamento permaneceu uma amostra de 52 artigos. Foram coletados: título, ano, tipo de artigo, contexto, periódico, indexação, tema, comentário, possível uso no artigo, referência bibliográfica e DOI. As referências bibliográficas foram processadas utilizando o gerenciador bibliográfico Mendeley. Resultados: Destacou-se a crescente atuação de pesquisa sobre as estratégias metodológicas de autonomia na aprendizagem na educação básica e com aspirações à realização de estudos em saúde, durante a pandemia de COVID-19. O país com mais produções acadêmicas sobre aprendizagem autônoma na educação básica foi o Peru com quatro, seguido pelo Equador com três produções científicas ligadas à saúde; Pesquisas de outras latitudes também foram encontradas. Conclusões: A aprendizagem autónoma é uma prioridade atual, essencial para responder às exigências de uma sociedade complexa e em mudança. Nos países latino-americanos, havia um crescente interesse de investigação na aprendizagem autónoma no ensino básico e aspiravam a realizar estudos de saúde durante a pandemia da COVID-19.

A discussion on the tactics for cultivating medical students' autonomous learning ability / 中华医学教育探索杂志

This article analyzes the limitations of traditional medical theory teaching, and proposes the strategies for cultivating medical students' autonomous learning ability, i.e., informatization-based flipped classroom, problem-oriented teaching, mind mapping training, semi-open book examination, exploitation of the clinical and scientific thinking, and practice activities of medical humanities. The strategies of "problem oriented teaching" and "mind mapping training" were integrated into the practice teaching of hematology. Compared with the traditional medical teaching mode, students' feedback after class showed that the teaching mode incorporating new cultivation strategies was more conducive to the improvement of students' self-learning ability ( P = 0.008), and their satisfaction with teaching mode, learning interest, and self-learning ability were all improved. Thus, the appropriate application of the above strategies can help improve students' autonomous learning ability and optimize the effect of medical theory teaching.

Mutual promotion action between the self-directed learning ability of medical students and the effect of flipped classroom teaching / 中华医学教育探索杂志

Objective:To explore the correlation between the self-directed learning ability of medical students and the effect of flipped classroom teaching.Methods:The questionnaire survey was used. From November to December 2020, 123 students of 5-year program enrolled in 2019 in Peking University Health Science Center were chosen as the study objects and Neurobiology is a required course for them. The Medical Students' Autonomous Learning Ability Assessment Scale (MSALAAS) was used to assess the students' self-directed learning ability. The final examination score and a questionnaire survey were used to assess the teaching effect of the course. Descriptive analysis and Mann-Whitney analysis were used to analyze the change of self-directed learning ability of students after the course. One-dimensional linear regression was used to analyze the influence of self-directed learning ability on the final examination score, course experience and course assessment. Results:The total score of MSALAAS was increased from [(109.84 ± 14.12) points] to [(113.65±15.88) points] ( P<0.05) after the course. If the total score of the MSALAAS was referred to as an independent variant, and the final examination score, the course experience and course assessment was referred to as a dependent variable, respectively. The one-dimensional linear regression analysis showed that the total score of the MSALAAS was correlated with the final examination score ( B=0.248, t=3.59, P<0.001), the course experience ( B=0.049, t=3.15, P=0.002) and course assessment ( B=0.048, t=3.18, P=0.002). Conclusion:Flipped classroom teaching can promote the improvement of the self-directed learning ability of medical students. In converse, the students with higher self-directed learning ability might achieve higher examination score and get the better course experience and assessment.

Innovative Teaching of "Doctor-patient" Friendly Model for Diabetes from the Perspective of Deep Blended Learning / 中国医学伦理学

The teaching of diabetes has always been the focus and difficulty of clinical internal science teaching. How to skillfully integrate theoretical knowledge into clinical practice and help students deeply master medical knowledge and clinical skills is a topic that clinical teaching teachers are considering. Under the background of analyzing the concept and connotation of deep blended learning, this paper constructed the diabetes "doctor-patient" friendly model teaching process in the perspective of deep blended learning from the three stages of "learning situation analysis and independent learning" in the early stage, "ability improvement and in-depth research" in the middle stage, and "reflection and ability expansion" in the later stage. This paper expounded the positive role of the "doctor-patient" friendly model of diabetes in clinical teaching from three main aspects: improving the integration effect of theory and practice, fully meeting students’ learning needs, and increasing the connection between doctors, patients, and students.

A study on the correction between English learning efficacy and autonomous learning ability of postgraduates in universities of Traditional Chinese Medicine / 中华医学教育探索杂志

Objective:To investigate the English learning efficacy and autonomous learning proficiency of postgraduates in universities of Traditional Chinese Medicine (TCM), explore whether there is a correlation between English learning efficacy and autonomous learning ability, and to analyze the influence of English learning efficacy on autonomous learning ability.Methods:A questionnaire survey was carried out to assess the levels of English learning efficacy and English autonomous learning in two levels of belief and behavior among 207 postgraduates in TCM universities. Statistical methods such as independent sample t-test, one-way ANOVA, nonparametric Mann-Whitney U-test, and Kruskal Wallis H-test were applied to analyze the data collected in the questionnaire survey. Results:The average score of subjects' English learning efficacy was 2.82 ± 0.60 (1 ≤ ≤ 5), and the average score of subjects' English autonomous learning ability was 3.24 ± 0.53 (1 ≤ ≤ 5). The scores of their autonomous English learning in the level of belief was significantly higher than those of the level of behavior ( t =14.10, P < 0.001). The scores of autonomous learning ability of subjects in Batch 2020 were significantly lower than those in Batch 2021 ( t = 2.64, P = 0.009). Linear correlation analysis showed that there was a moderately positive correlation between English learning efficacy and autonomous learning ability. Conclusion:The English learning efficacy of postgraduates in TCM universities is at the middle-low level and their English autonomous learning ability is at the middle level. Moreover, their English autonomous learning in the level of behavior underperforms the English autonomous learning in the level of belief, and the English autonomous learning ability decreases with the increase of the grades. In addition, the English learning efficacy has a moderate positive influence on autonomous English learning ability.

The application and effect analysis of SMART principle in nutrition practice course / 中华医学教育探索杂志

SMART (S = Specific, M = Measurable, A = Attainable, R = Relevant, T = Time-bound) principle is a goal-setting theory that includes five aspects: clarity, measurability, achievability, relevance, and timeliness. This online nutrition practice course introduces SMART principle teaching methodology to help students build autonomous learning capabilities. Questionnaires were used to learn about students' satisfaction. We also evaluated the students' practical skills by measuring students' self-perception of collaborative attitude, leadership, communication skills and intellectual challenge abilities before and after the course. The results found that 89.7% (26/29) of the students were generally satisfied with this online nutrition practice course. About 86.2% (25/29) of the students thought online learning was acceptable. By the end of the course, students' self-perception of collaborative attitude, leadership, communication skills and intellectual challenge abilities were increased by 7%, 13%, 14% and 10%, respectively. This online nutrition practice course indicates that SMART principle can help students build autonomous learning capabilities by setting practical, specific and time-limited teaching objectives, which improves students' learning enthusiasm and effectively enhances the practice ability of students.

Promoting the comprehensive ability training of medical students majoring in nursing through self-made bilingual micro-lecture on anatomy / 中华医学教育探索杂志

Objective:To explore the effects of self-made bilingual anatomy micro-lecture on the comprehensive ability training of nursing students, such as autonomous learning, medical English and knowledge expression.Methods:The study group was set up, and the micro-lectures were independently completed by the students under the guidance of teachers. The nursing medical students of Batch 2017 and Batch 2018 were recruited as control group and experimental group, respectively. Micro-lectures were applied in experimental group teaching and students' autonomous learning. The effect of self-made micro-lectures on cultivating students' comprehensive ability was verified by comparing examination results and analyzing questionnaire. SPSS 20.0 was used to conduct t-test. Results:A total of 53 micro-lectures were produced. Compared with the control group, the final theoretical and experimental examination scores of the experimental group were significantly improved ( P < 0.05), and the excellence rate of study group members was 31.25% (10/32); the questionnaire results showed that the satisfaction rate in classroom teaching of using micro-lectures in the experimental group was 90.24%(74/82), and 85.37% (70/82) of the students wanted to participate in the production of micro-lectures; 100.00% (40/40) of the study group members thought that the production of micro-lectures promoted them to perform autonomous learning, more than 82.50%(33/40) of the students indicated that the knowledge expression was effectively trained, and 67.50%(27/40) of the members improved their medical English. Conclusion:The self-made bilingual micro-lectures of anatomy is an effective means to achieve the goal of comprehensive ability training for medical students majoring in nursing.

Application of task-based teaching method combined with formative evaluation in nursing teaching / 中华医学教育探索杂志

Objective:To evaluate the application effect of task-based teaching combined with formative evaluation in the teaching of Nursing Research. Methods:A total of 56 nursing students from Batch 2016 were selected as the research objects. The task-based teaching method and formative evaluation were applied in the teaching of Nursing Research to guide the students to participate in and complete the whole nursing research process. The changes of students' autonomous learning ability, learning behavior and innovation ability before and after the course were investigated by questionnaires, so as to evaluate the teaching effect. SPSS 24.0 was used for t test and chi-square test. Results:There were significant differences in the scores of students' independent learning ability before the course (90.43±9.45) and that after the course (94.73±9.64) ( t=-11.87, P<0.05), especially in the aspects of information ability, learning and cooperation ability ( P<0.05). There were significant differences in the score of students' innovation ability before the course (73.64±10.12) and that after the course (77.34±12.31) ( t=-3.05, P<0.05), especially in the aspects of innovative thinking ability and innovative practice ability ( P<0.05). In addition, the students' learning behavior also changed significantly, which was manifested in the increased action of preview, review and questioning. Conclusion:Task-based teaching method combined with formative evaluation can improve students' autonomous learning ability, learning behavior and innovation ability.

Effect of magnetic nursing concept on improving nurses' ECMO nursing ability / 中华医学教育探索杂志

Objective:To study the effect of magnetic nursing concept on improving nurses' nursing ability of extracorporeal membrane oxygenation (ECMO).Methods:In the study, 33 nurses of emergency intensive care unit of The First Affiliated Hospital of Nanjing Medical University from January 2019 to December 2020 were selected as the research objects. From January 2019 to December 2019, the Department carried out routine nursing management, and from January 2020 to December 2020, the Department implemented the management mode of magnetic nursing concept. The mastery of nursing knowledge of ECMO was analyzed by using scale, and the critical thinking ability and self-study ability of the nurses were compared before and after intervention. SPSS 22.0 was used to perform t test on the data. Results:After the intervention, nurses' mastery of respiratory system nursing, circulatory system nursing, fluid balance nursing, skin nursing, digestive system nursing, bleeding, anticoagulant problem nursing, hospital infection prevention and control, and pipeline nursing related knowledge of ECMO patients was significantly better than that before the intervention ( P<0.05). After the intervention, nurses' truth-seeking, open thinking, systematic ability, analytic ability, thinking self-confidence, thirst for knowledge, cognitive maturity and total scale scores were significantly higher than those before the intervention ( P<0.05). After the intervention, nurses' self motivation belief, task analysis, self-monitoring and regulation, self-evaluation and total score were significantly higher than those before the intervention ( P<0.05). Conclusion:The nursing management mode of magnetic nursing concept is of value in improving nurses' autonomous learning ability and critical thinking ability.

Application of new evaluation system based on virtual simulation system in experimental teaching of functional science / 中华医学教育探索杂志

Objective:To explore the application effect of a new evaluation system based on virtual simulation system in the evaluation of functional science experiment teaching.Methods:The data of students' learning in the 2019-2020 academic year were collected, and the impact of using virtual simulation teaching system on the achievement of teaching goals under the new teaching evaluation standard was comparatively analyzed. Questionnaire survey was conducted to study students' evaluation on the virtual simulation teaching system. SPSS 22.0 was used for chi-square test.Results:The students who used the new formative evaluation standard had a virtual academic excellence rate of 75.49% (308/408), while the unused students had an excellence rate of only 32.22% (135/419), with significant differences ( P<0.01). The number of virtual simulation items required for different teaching objectives were 4, 11 and 14, respectively, and the corresponding students' virtual simulation system outstanding rate was 99.19% (246/248), 93.14% (380/408), 84.72% (488/576), with significant differences ( P<0.01). And 93.8% (348/371) students thought the learning of the virtual simulation system could help improve the success rate of the experiment, and 93.26% (346/371) of the students believed that it had improved the ability to analyze and deal with unexpected problems in the experimental class. Conclusion:The new evaluation system based on the virtual simulation system can promote the improvement of the experimental teaching quality of functional science.

Application of flipped classroom model from the perspective of POA theory in the training of students during standardized residency training in department of hepatic surgery / 中华医学教育探索杂志

Objective:To explore the application of flipped classroom teaching in the standardized residency training of students in department of hepatic surgery from the perspective of production-oriented approach (POA) theory.Methods:Based on the implementation time of flipped classroom teaching (January 2017) from the perspective of POA theory in West China Hospital, 51 nursing students who were routinely trained in department of hepatic surgery before the implementation (January 2015 to January 2017) were included in the control group. After the implementation (January 2017 to January 2019), 51 nursing students under the residency training were included in the observation group. The changes of test scores, independent learning ability and professional awareness of the two groups of nursing students before and 6 months after the training were compared, and the teaching satisfaction after the training was recorded. SPSS 19.0 was performed for t test and chi-square test. Results:The total scores of the theoretical examination scores of the two groups of nursing students, the total scores of the clinical practice assessment scores, and the self-learning ability assessment scale for nursing college students (learning motivation, self-management ability, learning cooperation ability, information literacy) scores and total scores in each dimension were significantly higher than those before training, and the observation group was significantly higher than the control group ( P<0.05); the two groups of professional maturity scales (career goals, professional self-confidence, professional autonomy, professional value, dependence on relatives and friends, occupation reference) scores of all dimensions were significantly improved compared with those before the training, and the scores of the observation group (career goals, professional self-confidence, professional autonomy, professional value) were significantly higher than those of the control group during the same period ( P<0.05). There was no statistical significance in the comparison between the two groups' dependence on relatives and friends and occupational reference scores ( P>0.05); the teaching satisfaction rate of nursing students in the observation group was 96.08%, which was significantly higher than that of the control group (82.35%). Conclusion:The application of flipped classroom teaching from the perspective of POA theory in the standardized residency training of department of hepatic surgery can significantly improve the autonomous learning ability of nursing students, which is conducive to the improvement of test scores and professional awareness, with high teaching satisfaction.

Construction and application of online courses of Parasites Invasion— Human Parasitology / 中华医学教育探索杂志

In order to fulfill the new requirement of educational and teaching reform in the new era, the Teaching and Research Section of Parasitology in Guangxi Medical University have constructed online courses of Parasites Invasion— Human Parasitology on the platform of Xueyin Online, providing resources in professional learning and general education. In the construction concept, we recombine teaching content to give consideration to both scientificity and interest. In terms of the curriculum content, the curriculum includes micro lecture, PPT, in-lass quiz, case analysis and other diversified teaching resources. In the curriculum management, teachers interact with students in real time with the help of various functions of the platform to fully play the role of supervision. In the assessment, teachers pay attention to students' learning process and carry out comprehensive evaluation. Since the online course was put into operation, good teaching effects has been achieved.

Validez de constructo y fiabilidad de una escala de autopercepción de habilidades en investigación científica y estrategias de aprendizaje autónomo / Construction validity and reliability of a self-perceptionscale of skills in scientific research and self-learning strategies

OBJETIVO. El objetivo del estudio es determinar la validez de constructo y de fiabilidad de una escala para medir autopercepción de habilidades en investigación científica y estrategias de aprendizaje autónomo de estudiantes de la Carrera de Nutrición y Dietética de la Universidad Mayor de San Andrés, La Paz 2021. MATERIAL Y MÉTODO. Se llevó a cabo un estudio cuantitativo, psicométrico, de validación de instrumento documental, en 260 estudiantes universitarios, el tipo de muestreo fue probabilística de forma aleatoria. Se construyó la matriz de correlación y se realizó el análisis de variabilidad de los ítems, para la validez interna del instrumento fue mediante el análisis de fiabilidad, análisis factorial exploratorio y confirmatorio con el programa estadístico SPSS v18 y Excel 2016. RESULTADOS. Se validó un instrumento que mide autopercepción de habilidades en investigación científica y estrategias de aprendizaje autónomo. Consta de 52 ítems y 4 dominios o dimensiones, tiene 13 ítems asignados para cada dominio. La fiabilidad del instrumento ítem ­ total fue de 96% (Alfa de Cronbach = 0.96), la fiabilidad dominio total fue 92% (Alfa de Cronbach = 0.92). La fiabilidad dominio total fue también aceptable 87% (Alfa de Cronbach = 0.872). CONCLUSIONES. Por los resultados obtenidos está disponible un instrumento que cuenta con una adecuada validez de constructo y fiabilidad que justifica su uso y aplicación en el ámbito investigativo.

OBJECTIVE. To determine the construct validity and reliability of a scale to measure self-perception of skills in scientific research and autonomous learning strategies of students of the Nutrition and Dietetics Career at the Mayor de San Andrés University, La Paz 2021. MATERIAL AND METHOD. A quantitative, psychometric, documentary instrument validation study was carried out in 260 university students, the type of sampling was random probabilistic. The correlation matrix was built and the variability analysis of the items was carried out, for the internal validity of the instrument it was through the reliability analysis, exploratory and confirmatory factor analysis with the statistical program SPSS v18 and Excel 2016. RESULTS. An instrument that measures self-perception of skills in scientific research and autonomous learning strategies was validated. It consists of 52 items and 4 domains or dimensions; it has 13 items assigned for each domain. The reliability of the item-total instrument was 96% (Cronbach's Alpha = 0.96), the total domain reliability was 92% (Cronbach's Alpha = 0.92). Total domain reliability was also acceptable 87% (Cronbach's Alpha = 0.872). CONCLUSIONS. Due to the results obtained, an instrument is available that has adequate construct validity and reliability that justifies its use and application in the research field.

Utilización de las bases de datos disponibles para el aprendizaje del idioma inglés asociado a las ciencias médicas / Use of the available databases for learning the English language associated to medical sciences

El perfeccionamiento del proceso de enseñanza-aprendizaje del idioma inglés, ha sido objeto de varias investigaciones científicas y ha estado presente en las políticas del Ministerio de Salud Pública, por la importancia que tiene el dominio de este idioma para los profesionales de salud, tanto para su permanente actualización científica como para su inserción en programas de colaboración en países angloparlantes. En este artículo se propone una vía más para contribuir al aprendizaje autónomo a través de la utilización de las bases de datos disponibles en la Biblioteca Virtual de Salud, donde los estudiantes pueden obtener información actualizada para el desarrollo de los seminarios en esta asignatura.

The teaching-learning improvement process of the English language, has been object of several scientific investigations and it has been present in the Ministry of Public Health policies, due to the importance of the language learning skills for the health professionals, either for their permanent scientific upgrading or as for its insertion in collaboration programs in English-speaking countries. In this work, one more way to contribute to the autonomous learning through the use of the available databases in the Health Virtual Library is proposed, where the students can obtain updating information for the development of the seminars in this subject.

Cultivation of students' autonomous learning ability in molecular medicine teaching in medical colleges by flipped classroom teaching model / 中华医学教育探索杂志

This paper aims to explore a new way to cultivate college students' autonomous learning ability by taking the flipped classroom teaching of molecular medicine in medical colleges as an example. In view of the specific teaching content and characteristics of molecular medicine, we formulated a mixed teaching plan based on flipped classroom. By setting the teaching objectives and tasks beforehand, students were guided to explore and acquire knowledge independently from the abundant teaching resources library. In order to test the effect of students' autonomous learning and expand the cultivation of students' ability of information collection and processing, inquiry initiation, and communication and cooperation, we launched classroom discussions, communications, questions answering and group collaborative research topic-based reports. Through the reform of teaching assessment system, students' autonomous learning status can be effectively monitored to help ensure the implementation of the flipped classroom.

Reflections on the cultivation of medical students' autonomous learning ability in local universities based on the Three Early education / 中华医学教育探索杂志

Based on the Three Early education concept and taking Jiamusi University as an example, this study aims to analyze the necessity of cultivating the autonomous learning ability of medical students and the relationship between Three Early education and autonomous learning from the perspective of local universities . In order to cultivate medical freshmen's autonomous learning ability through early clinical exposure, scientific research and social practice, five kinds of measures were adopted: training teachers for PBL, setting up Three Classrooms, establishing the network autonomous learning platform, promoting the practice teaching reform , and carrying out the holistic integrative medical education . According to the requirements of Three Early education and medical education certification, the specific problems existing at present are sorted out from the perspective of medical education stakeholders , and the solutions and countermeasures are put forward, such as taking the training effect of autonomous learning ability as an important index of self-monitoring of medical education quality in local universities.

Current situations, problems and countermeasures of medical students' autonomous learning / 中华医学教育探索杂志

This paper aims to define the concept of autonomous learning and explore the purpose and significance of medical students' autonomous learning by combing the literature review at home and abroad in this field.Through analyzing the research progress and research methods of autonomous learning,this paper attempts to raise problems and provide countermeasures accordingly.In the current research of autonomous learning,researchers' perception of this study is insufficient.The scope of the current research is too limited and the research fields need to be further widened.In addition,the classification of disciplines in this subject is unbalanced and the coverage also needs to be further expanded.There are many theoretical studies but few empirical studies so far,and thus empirical research should be strengthened.

Influence of students' autonomous learning ability on problem-based learning — taking medical psychology course as an example / 中华医学教育探索杂志

Objective Studies have shown that problem based learning (PBL) can improve the students' ability of autonomous learning.However,it is unclear whether students' autonomous learning ability will affect students' evaluation in PBL teaching.This study took medical psychology course as an example to explore the influence of medical students' autonomous learning ability on PBL teaching effect.Methods 43 8-year program medical students of Grade 2010 and 2011 were enrolled in this study.Scale was used to assess medical students' autonomous learning ability before the start of the PBL teaching.Self made questionnaire was used to survey the students' evaluation in PBL teaching.Linear correlation analysis was used to detect the relationship between medical students' autonomous learning ability and students' evaluation in PBL teaching and their examination results.Results Medical students' autonomous leaming ability is significantly positively correlated to the students' evaluation of PBL teaching (P＜0.05).The correlation coefficient between learning motivation and "PBL enhanced learning interest" or "PBL enhanced information utilization ability" was high (r=0.507 and 0.536,respectively).It showed that students with stronger autonomous learning ability had more positive evaluation of PBL teaching.The students' learning motivation was also positively correlated to the test score (r=0.416,P=0.006).Students with stronger learning motivation had higher test score in the final exam.Conclusion These results indicate that the relationship between the students' autonomous learning ability and PBL teaching is bidirectional.The students with more powerful ability of autonomous learning will be more active in the process of PBL teaching,and the positive experience will promote their autonomous learning ability in turn.

Application of flipped classroom in human parasitology teaching / 中华医学教育探索杂志

Objective To explore the value of applying flipped classroom in human parasitology. Methods Totally 430 students of 5-year program were divided into experimental group and control group. The experimental class received human parasitology teaching through flipped classroom teaching mode, while the control class received traditional teaching. The effect of teaching was evaluated by questionnaire and examination. The data were analyzed through t-test. Result Meanwhile, statistical difference was found in aver age score of total between experiment group and control group [(68.2 ±8.6) vs. (66.6 ±11.0), P=0.032]. There was also statistical difference in average score of comprehensive analysis [(16.4±3.2) vs. (16.1 ±3.9), P=0.038]. Questionnaire survey of satisfaction showed that 191 students of experimental class (90.95%) felt new teaching mode could improve autonomous learning ability, 199 students (94.76%) in-creased interest in learning;185 students (88.10%) had more interactive with teachers, 178 students (84.76%) enhanced cooperation between st udents, 186 students (88.57%) approved of small group discussion learning and 165 students (78.57%) had no extra burden. Conclusion Flipped classroom teaching mode can improve students' autonomous learning ability and cultivate their abilities of independent thinking, cooperation, criti-cism, innovation, analyzing and solving problems. Thus this new teaching mode is worthy of reference and popularization.

Development and application ofmorphological multimedia website based on autonomous learning / 基础医学与临床

Objective In view of the trend of networking development in modern high education and the characteristics of students' strong self-learning ability, Peking Union Medical College established a multimedia morphological teaching website from 2013 including human anatomy, neuroanatomy, histology and embryology.Methods According to the teaching demand, the use of the ASP script, combined with Mysql database completed the website development, from the interface design to the curriculum, the syllabus, presentations and laboratory videos uploading.Results Through the questionnaire survey, 45% of the students use website more than 3 times a week, and course content column has the highest use frequency (79%).An independent learning platform effect has been achieved.Conclusions After nearly 4 years exploration and practice, multimedia website has become an important part of morphological courses, as a kind of new teaching mode, not only popular for college teachers and students, but also widely used in clinical teaching.