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Objective:To explore the teaching effect of the combined use of curriculum ideological and political education and CDIO (connective, design, implement, operate) mode in the cultivation of stomatological top-notch innovative personnel.Methods:The research subjects were undergraduate students from School of Stomatology, Tongji Medical College, Huazhong University of Science and Technology, who participated in stomatological top-notch innovative personnel training program in 2018 and 2019. CDIO was applied to control group, the combined use of curriculum ideological and political education and CDIO mode was applied to experimental group. After the training, the students' research and innovation capacity was examined and the teaching efficiency of these two models was reflected by the students' questionnaire. SPSS 20.0 software was used for t test. Results:In terms of research and innovation capacity, students scored significantly better in professional English, concluding report, papers publishing, and field defense in experimental group than in control group [(22.43±0.61) vs. (18.49±0.77), (22.48±0.32) vs. (19.05±0.53), (23.69±0.33) vs. (21.89±0.52), and (22.78±0.48) vs. (20.43±0.56), respectively, P<0.05]. The students in experimental group highly agreed with the teaching efficiency of the combined use of curriculum ideological and political education and CDIO mode. Conclusion:The combined use of curriculum ideological and political education and CDIO mode could enhance subjective initiative, sense of identity, sense of pride, sense of belonging, cultivation of multi-dimensional ability, thus helping to form a novel system of stomatological top-notch innovative personnel training.
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Objective:To explore the application effect of CDIO (Conceire, Design, Implement, Operate) teaching mode in the training of PICC nurse trainees.Methods:A total of 80 PICC nurses trained in Xinjiang Uygur Autonomous Region People ′s Hospital from March to August 2021 were divided into the control group (40 patients) and the intervention group (40 patients) according to the baseline comparison principle. The control group participated in the first training using the traditional teaching mode, and the intervention group participated in the second training using the CDIO teaching mode. The scores of core competence and teaching satisfaction of PICC specialist nurses in the two groups were compared at the 8th week after training, and the theoretical and operational scores of the two groups were compared at the 4th and 8th week after training. Results:After training, the scores of professional theoretical knowledge, professional operation skills and related abilities in the core competence of PICC specialist nurses in the intervention group were (27.76 ± 2.07), (40.42 ± 4.12) and (11.42 ± 1.86), respectively. The control group was (22.21 ± 3.71), (34.84 ± 6.86) and (10.15 ± 2.10) points, respectively, and the differences between the two groups were statistically significant ( t=-8.25, -4.42, -2.85, all P<0.01). After 4 and 8 weeks of training, the theoretical scores of the intervention group were (82.00 ± 7.51), (86.25 ± 3.53) points, and the operational scores of PICC laying and maintenance were (93.68 ± 3.25), (91.13 ± 4.75) points, respectively. The control group was (76.48 ± 9.38), (83.28 ± 4.05), (91.48 ± 3.72), (88.58 ± 6.28) points, respectively, and the differences between the two groups were statistically significant ( t values were -3.50 - -2.05, all P<0.05). In the teaching satisfaction of the intervention group, the teaching level, teaching method and teaching effect were 97.5% (39/40), 95.0% (38/40), 100.0% (40/40), while that of control group were 77.5% (31/40), 80.0% (32/40), 85.0% (34/40). There were statistically significant differences between the two groups ( χ2=7.31, 4.11, 4.51, all P<0.05). Conclusions:CDIO teaching mode is superior to traditional teaching mode. It can improve students′ core competence and achievement of theoretical and operational knowledge, and improve teaching satisfaction. It is worth promoting.
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Xi'an Jiaotong University Health Science Center introduces the concept of CDIO (conceive, design, implement and operate) into the training practice of medicine-engineering interdisciplinary talents. By optimizing the curriculum and graduate training mechanism, building academic exchanges and innovative experimental platforms, and guiding students to carry out scientific research oriented to clinical problems, Xi'an Jiaotong University Health Science Center uses medical and industrial methods to solve clinical problems and produce medical achievements. The application of the CDIO model is conducive to deepening students' understanding of interdisciplinary knowledge, forming a fused innovative thinking, and improving the ability to solve problems and cooperate with others. The CDIO model is also conducive to the growth of high-level composite innovative talents, clinical technology innovation, team construction and discipline development, which provides new ideas for exploring the training of medical and engineering interdisciplinary talents.
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Objective To explore the training mode of tutorial system for undergraduates majoring in pharmacy based on CDIO (conceive,design,implement and operate).Methods 72 undergraduates majoring in pharmacy from the Fourth Military Medical University were randomly divided into two groups,and they were taught by CDIO based tutorial system and general tutorial system,respectively.By using the Graphpad prism 5.0 software and adopting the method of independent sample unpaired t test,we made a comparative analysis of two groups in the project's scoring.In addition,the questionnaire survey was conducted to evaluate the teaching effectiveness,whose data was expressed by a percentage.Results The average score of the experimental group was (116.8 ± 7.73),which was 43.3％ higher than that of the control group (81.51 ± 6.08),and the difference was statistically significant (P=0.001).The questionnaire survey showed that the average satisfaction rate of the experimental group was above 90％.Conclusion Excellent teaching effect was obtained based on CDIO training mode,and the ability of students in practice,team cooperation,problem-solving and innovative thinking,professional ethics and a serious attitude on scienceare promptly enhanced.
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Considering the weak relevance between the stages of C,D,I and O and the weak operability of CDIO theory in teaching,mind map is introduced into CDIO theory to drive medical English teaching.Firstly,how mind map and CDIO theory are mutually complementary is discussed,based on which,along the main clue of CDIO theory,a further discussion is carried out from four levels:conceiving the main structure and content of a passage,designing sentence teaching,implementing vocabulary memorization and operating self-directed learning,all with mind map as an assistance.Moreover,specific cases are used to exemplify how mind map is applied to CDIO medical English teaching.Using.mind maps in CDIO medical English teaching is highly coherent and operable.It helps to integrate the four stages of C,D,I and O and enhances teaching quality and learning efficiency.
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In terms of the relatively backward English teaching concept of medical colleges, a latest international teaching concept CDIO is combined into medical college English teaching, reflected and reformed theoretically and practically. Theoretically, the integration of CDIO, medical education and English teaching and its positive effects are analyzed. Practically, course system, teaching contents and teaching methods are reformed in a linear sequence of C, D, I and O to form a new teaching structure of bilateral promotion between basic English learning and medical English learning. Applying the concept of CDIO into medical college English teaching will be of great benefit to promote the English practice ability of medical college students.