ABSTRACT
Objective:To investigate the application effect of the blended teaching model of "pre-class synchronous small private online course (SPOC)+ flipped classroom+post-class knowledge expansion" in the theoretical teaching of biochemistry and molecular biology. Methods:A total of 951 students majoring in clinical medicine, preventive medicine, and pharmacy in the class of 2020 in Qiqihar Medical College were selected as teaching reform research group (experimental group), and their curriculum relied on the self-built massive open online course (MOOC) curriculum and the MOOC resources of Chinese universities to construct a blended teaching model; the reform methods such as small class grouping, case-based learning, and diversified examination were adopted to carry out theoretical flipped teaching activities with cross integration of cases and knowledge points as the main line. A total of 847 students majoring in clinical medicine, preventive medicine, and pharmacy in the class of 2019 were selected as control group, and the traditional teaching method was used for theoretical courses. The courses were evaluated by offline assessment and online assessment, and feedback information was collected through examination scores, questionnaire survey, and online voting. SPSS 20.0 was used for statistical analysis, and the t-test was used for comparison between groups. Results:The experimental group had a significantly higher total score of final examination than the control group [(92.12±3.88) vs. (86.73±5.27), P<0.05]. The questionnaire survey showed that the students in the experimental group showed a relatively high degree of satisfaction with the blended teaching reform, which increased their participation, experiencing, and sharing activities. The students majoring in clinical medicine in the class of 2020 believed that they had established clinical thinking ability (263, 92.61%) and become familiar with the clinical manifestations and pathogenesis of common diseases (262, 92.25%); the students majoring in preventive medicine in the class of 2020 believed that they had increased their awareness of serving the public (151, 93.21%) and developed the ability to teach and guide healthy living (148, 91.36%); the students majoring in pharmacy in the class of 2020 believed that they had mastered the mechanism of action of drugs for disease treatment (138, 93.24%) and understood the importance of rational drug use in clinical practice (135, 91.22%). Conclusion:The blended teaching model realizes student-centered teaching, stimulates the interest and initiative in learning, and improves learning outcome, thereby improving teaching quality to a certain extent.
ABSTRACT
Under the background of comprehensively advancing the construction of " curriculum ideological and political" in colleges and universities, various colleges and universities have carried out ideological and political construction in professional courses in order to implement the fundamental task of moral education. This article takes the course " Biochemistry and Molecular Biology" of Chengdu Medical College as an example, deeply excavates the ideological and political elements contained in the course, and finally identified seven typical ideological and political elements and carried out corresponding curriculum design, and applies the case teaching method to practice them in teaching. Questionnaires were issued to 888 students of six majors (clinical medicine, anesthesiology, pediatrics, medical imaging, pharmacy, and Chinese pharmacy) to test the implementation effect. The results showed that case-based ideological and political teaching can better enhance Students′ recognition of this course and help students form good ideological values, and initially achieve the purpose of ideological and political teaching of professional courses. Finally, this article makes active exploration and practice from the construction and implementation of curriculum ideology and politics, as well as the optimization and improvement of curriculum ideology and politics, in order to provide references for the comprehensive implementation of “curriculum ideology and politics” in professional courses.
ABSTRACT
WeChat official accounts (WOA) are widely used for education by organizations and teachers in the era of educational informatization 2. 0. As a new platform, WOA provides free, interactive, attractive, adaptable, portable, sustainable, and more participatory teaching styles. The course of biochemistry and molecular biology (BMB) is inherently complicated, abstruse, and fast-growing in scientific and technical innovation, which made it hard for both teaching and learning. Using WOA, teachers can simplify and sparkle complicated BMB contents in multitudinous styles, including graphic text, animation, videos, dialogues, and files via third-party Apps. WOA is also adaptable for mobile teaching due to its compatibility for micro-lecture learning, online exam, and experiments learning, etc. Almost 50 WOA have been created for BMB teaching from 2015, which made the WOA based teaching a popular mode in China. This review introduced the content and featured resources of the ten popular BMB WOA, including “I love BIOCHEM”, “NCUbiochem”, and “Cartoon biochemistry”, etc., by which described the diverse teaching and services mode via WOA platform. Furthermore, the authors summarized their experiences in setting up and managing WOA like original creation and directory management, and suggested a student-centered and entire process learning principle to achieve better improvement in teaching. Our present study aims to accelerate the communication and resources sharing for BMB education in China, promote the revolution of philosophy and methods in teaching, and finally improve the quality of education.
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In order to improve the teaching of biochemistry and molecular biology experiment course and improving students' mastery of theoretical knowledge and comprehensive quality,we made a series of reform in the teaching of biochemistry and molecular biology experiment course,including enriching of teaching content (for example,updating content,setting up experiments,adding design/comprehensive experiments),reforming teaching mode (for example,increasing teaching methods and demonstration teaching),perfecting the system of teaching evaluation (matching laboratory report and experiment assessment).Through the questionnaire after the teaching reform,it was found that the students are more enthusiastic about the experiment course than before,and their experiment technology is more proficient.In addition to that,the teaching effect of biochemistry and molecular biology experiment course has been obviously improved.The methods and effects of the above reforms in recent years are summarized in order to provide useful reference for the experimental teaching of Biochemistry and molecular biology in medical colleges.
ABSTRACT
Biochemistry and molecular biology is one of the most important professional basic courses for students in medical universities.Constructing scientific teaching quality control system for biochemistry and molecular biology is essential for improving its teaching quality.This paper discussed on some principles needed to be followed in constructing the teaching quality control system for biochemistry and molecular biology in medical universities and elucidated the three leveled frame of this system including university,college and department.This paper also illuminated on the main contents,implementation,organization system,evaluation system and incentive measures of this teaching quality control system.
ABSTRACT
In order to meet the requirement of the innovation of higher education and fulfill the ideas of quality-oriented education, Biochemistry department of Hebei Medical University adopts PBL teaching approach.It is shown that PBL teaching approach can stimulate the students' interest and motivation in study,develop their self-study ability,activate their mind and improve the teaching quality.