Satisfacción de los estudiantes de Medicina con la modalidad de aula invertida en la asignatura Células, tejidos y sistema tegumentario

Fundamento: La modalidad de aprendizaje aula invertida se utiliza en la educación médica superior en todo el mundo; es necesario conocer cómo esta modalidad pueda ser aceptada por los estudiantes de Medicina en Cuba. Objetivo: Determinar el nivel de satisfacción de los estudiantes de Medicina de 1.er año sobre la experiencia de aula invertida en la asignatura Células, tejidos y sistema tegumentario. Métodos: El estudio se realizó en la Universidad de Ciencias Médicas de Sancti Spíritus, durante el curso 2019-2020. Fue un estudio transversal mixto (cuantitativo mediante encuesta y cualitativo mediante grupos focales) con estudiantes de 1.er año de Medicina que utilizaron la modalidad de aula invertida en la asignatura Células, tejidos y sistema tegumentario. La encuesta midió la variable satisfacción mediante una escala Likert. Los grupos focales exploraron en profundidad los aspectos abordados en la encuesta. Resultados: Se encuestaron 276 estudiantes (76.4 %). El 76.8 % de los encuestados expresaron su satisfacción con la experiencia del aula invertida (respondieron de acuerdo/muy de acuerdo) y el 79.7 % manifestaron preferir las videoconferencias a las conferencias tradicionales. Los estudiantes mostraron gran satisfacción por las videoconferencias y valoraron su importancia para el aprendizaje. Estos datos fueron corroborados por las opiniones en los grupos focales. Conclusiones: Los estudiantes mostraron satisfacción y preferencia por el aula invertida en la enseñanza tradicional. Las videoconferencias, elaboradas siguiendo los principios de Mayer y ajustadas a los objetivos de aprendizaje, resultan un recurso altamente valorado por los estudiantes y muy pertinente para la educación médica en Cuba.

Background: The inverted classroom learning modality is used in superior medical education worldwide; it is necessary of knowing how this modality can be accepted by medical students in Cuba. Objective: To determine the satisfaction level of 1st year medical students about the inverted classroom experience in the subject cells, tissues and integumentary system. Methodology: The study was conducted at the Sancti Spíritus Medical Sciences University, during the 2019-2020 school term. It was a mixed cross-sectional study (quantitative through survey and qualitative through focal groups) with 1st year medical students who utilized the inverted classroom modality in the subject cells, tissues and integumentary system. The survey measured the satisfaction variable using a Likert scale. The focal groups deeply explored the aspects covered in the survey. Results: 276 students (76.4%) were surveyed. 76.8% of interviewees expressed satisfaction with the inverted classroom experience ("agree/very much agree") and 79.7% claimed to prefer videoconferences instead of traditional conferences. The students showed great satisfaction for the videoconferences and valued its importance for learning. These data were corroborated by the opinions in the focal groups. Conclusions: Students showed satisfaction and preference for the inverted classroom over traditional teaching. Videoconferences, elaborated following the principles of Mayer and adjusted to the learning objectives, result in a highly valued resource by the students and very pertinent for medical education in Cuba.

Percepción del Aprendizaje Activo Virtual de la Anatomía Humana, por Estudiantes de la Universidad Austral de Chile / Student Perceptions of Active Learning for the Practice of Virtual Human Anatomy, a Study at the Universidad Austral de Chile

Ante la pandemia del coronavirus, hubo que reinventar la forma de hacer las actividades prácticas de laboratorio de anatomía humana, la necesidad de que sean exclusivamente virtual, elevó la exigencia. La imposibilidad de trabajar con material orgánico demandó que al menos las imágenes a utilizar fueran de alta calidad. Para lo anterior, se usaron fotografías de disecciones del laboratorio de anatomía, más digitalizaciones de estructuras humanas de nuestro laboratorio en formato 3D disponibles en la plataforma web https://anatomiahumana3d.com. No obstante lo anterior, se detectó cierto grado de desidia por parte de los estudiantes y escasa participación en las actividades prácticas. Para resolver esto se implementó una modalidad de Aprendizaje Activo, específicamente de Aula Invertida, con el fin de que sea el propio estudiante quien genere su conocimiento. Una vez terminado el proceso de enseñanza aprendizaje bajo la nueva modalidad, se realizó un estudio descriptivo, a fin de detectar falencias y proponer mejoras respecto a la metodología aplicada. Los resultados arrojaron un nivel de satisfacción por sobre el 80 %, en tanto, que solo el 5 % de los estudiantes contestó como aceptable las diferentes dimensiones evaluadas, demostrando como el sistema de aula inversa fue bien recibida por los estudiantes. Sin embargo es prudente generar futuros estudios que ayuden a mejorar este tipo de metodología, como también seguir innovando en las estrategias didácticas que aporten a la comprensión de la anatomía humana.

SUMMARY: In the context of the COVID-19 pandemic it was necessary to reinvent the way of doing practical activities in the human anatomy laboratory and the need for these to be exclusively online, raised the requirement. Due to the impossibility of using organic samples, high-quality images had to be used. Therefore, photographs of dissections from our human anatomy laboratory were used, as well as digitalization of human structures from our laboratory in a three-dimensional (3D) format available on the web platform https://anatomiahumana3d.com. However, a certain degree of laziness on the part of the students and low participation in the practical activities was detected. To solve this problem, an Active Learning modality was implemented, specifically the Flipped Classroom, so that the students themselves generate their knowledge. Once the teaching-learning process was completed under the new modality, a descriptive study was carried out to detect shortcomings and propose improvements to the methodology applied. The results showed a level of satisfaction above 80 % and only 5 % of the students evaluated the different dimensions as acceptable demonstrating how the Flipped Classroom system was well received by the students. To conclude, it is prudent to generate future studies that help to improve this type of methodology, as well as to continue innovating in didactic strategies that contribute to the understanding of human anatomy.

Una Actualización de la Enseñanza de la Anatomía Humana: Análisis Comparativo de Aula Invertida y Modelo tradicional / An Update on the Teaching of Human Anatomy: Comparative Analysis of the Flipped Classroom and the Traditional Model

La enseñanza de la Anatomía humana es trascendental para toda profesión del área de la salud. En el contexto de Chile, ésta se caracteriza por ser principalmente corte tradicional con transferencia unidireccional de la información. Actualmente se propone lograr un aprendizaje más significativo, con la ayuda de modelos como Aula invertida. El objetivo de este estudio es comparar el rendimiento académico entre el modelo tradicional (MT) y Aula invertida (AI). Se intervinieron 2 cursos de 1° año, de las carreras de Nutrición y Odontología año 2022 de la Universidad de La Frontera, en los que se aplicó MT y AI, comparando el rendimiento con un test post clase en Nutrición, y un trabajo grupal en Odontología. Se realizaron análisis estadísticos descriptivos y pruebas que compararon las notas obtenidas. En uno de los grupos se segmentaron los estudiantes por rendimiento para analizar cómo afecta cada modelo dependiendo del tipo de estudiante. Se obtuvo mejor promedio post test con AI en Nutrición; 4,9 ±1,3, en contraste con un promedio de 4,2 ±1,3 para MT (escala 1,0 a 7,0). La prueba T de Student arrojó diferencias estadísticamente significativas (p0,05) en las calificaciones de los trabajos grupales con MT y AI. Es imperante actualizar la enseñanza de la Anatomía en favor de lograr un aprendizaje significativo, mediado por el trabajo de pares y el estudiante como protagonista que propone AI, que a su vez beneficia a aquellas personas con rendimientos más bajos al comienzo.

SUMMARY: The teaching of anatomy is transcendental for every profession in the health care area. In the Chilean context, this is characterized by being mainly traditional with a one-way transfer of information. Currently, it is proposed to achieve a more significant learning, with based models such as Flipped Classroom. The objective of this study is to compare the academic performance between the traditional model (TM) and the flipped classroom (FP). Two 1st year courses were intervened, from the Nutrition and Dentistry degrees at Universidad de La Frontera in 2022, in which TM and FP were applied, comparing the performance with a post-class test in Nutrition, and workgroup in Denistry. Descriptive statistical analyzes and tests that compared the grades obtained were performed. In one of the groups, the students were segmented by performance to analyze how each model affects the type of student. A better post-test average was obtained with FP in Nutrition; 4.9 ±1.3, in contrast to an average of 4.2 ±1.3 for TM (1.0 to 7.0 scale). Student's t test showed statistically significant differences (p0.05) in the evaluations of the workgroup with TM and FP. It is imperative to improve the Anatomy´s teaching in favor of achieving significant learning, mediated by peer work and the student as the protagonist proposing FP, which in turn benefits individuals with lower performances at the beginning.

Flipped classrooms in teaching pharmacology for medical undergraduate students – A comparative study

Background: The new competency-based medical education curriculum envisages the need to adopt newer teaching-learning methods. There is a growing concern about the effective dissemination of knowledge to a large group of students through conventional didactic lectures. Flipped classroom teaching has evolved as an innovative method and is a systematic approach to improving the student learning experience. Aims and Objectives: The present study was undertaken (1) to compare the effectiveness of flipped classroom methods with that of the lecture as a teaching learning method in pharmacology for undergraduate medical students and (2) evaluate the students’ perception of the flipped method. Materials and Methods: This study was done in the Department of Pharmacology in a tertiary care teaching hospital in Kerala after ethics committee approval. Two groups of students enrolled using the convenient sampling method, received three flipped classes and three lectures on the topics after crossover. Feedback was collected using a validated structured questionnaire and a common evaluation after each topic was done with a pre-validated multiple choice questions questionnaire. Results: This study has examined the perceptions of students about flipped teaching method using various teaching materials on a Likert 5-point scale. The findings indicate that flipped classroom was a better teaching method. The mean scores of flipped classrooms were high and it was found to be significant (P < 0.05). Conclusion: The results of the study indicate that flipped classroom is more effective for students when compared to lectures. An implication of this is the possibility that it can be used as an adjunctive method in the new curriculum.

Innovación en la enseñanza de la anatomía humana: aula invertida y su aplicación / Innovation in the teaching of human anatomy: flipped classroom implementation

El contexto actual involucra un acceso cada vez más universal a las tecnologías e información, lo que repercute fuertemente en el aula. Los estudiantes se muestran pasivos y reacios al Modelo Tradicional de enseñanza. De esta manera las innovaciones toman protagonismo, tal es el caso del modelo Aula Invertida (AI). El objetivo de este trabajo es describir la aplicación de AI en la enseñanza de la Anatomía humana en un entorno universitario. Se intervinieron 4 sesiones de la asignatura de Anatomía General de un curso de 41 estudiantes. Se abordó el contenido en 3 etapas: pre clase, clase y post clase, utilizando recursos y plataformas multimedia como Moodle y Youtube. Las actividades incluyeron lecciones virtuales, trabajos en grupo y cuestionarios minimalistas. Al final del semestre se aplicó una encuesta de percepción del estudiante. El logro alcanzado en pre clase fue 40,45 %, 55,46 %, 43,75 % y 76,04 % para las sesiones 01 a 04, respectivamente. Las calificaciones de los trabajos en grupos de la encuesta el 63,2 % y 76,3 % de los estudiantes manifestó estar "muy de acuerdo" con que AI potencia el trabajo autónomo y colaborativo, respectivamente. El 73,6 % prefiere el modelo AI por sobre el Tradicional. El modelo AI ha mostrado promover una mejor evolución del proceso de enseñanza- aprendizaje, siendo adaptable a disciplinas de ciencias básicas como el caso de Anatomía humana. La buena experiencia de esta innovación se debe sustentar en una programación bien estructurada, apoyo dentro y fuera del aula, y el ajuste de estrategias exitosas. Es inminente la necesidad de adaptarse al nuevo contexto donde prima el acceso a las tecnologías e información.

SUMMARY: The current context involves a generally increasing access of technologies and information, which has a strong impact on the classroom. Students are passive and reluctant to the traditional teaching model. Thus, innovations take center stage, such is the case of the Flipped Classroom (FC) model. The aim of this paper is to describe the application of FC in the teaching of human anatomy in a university environment. Four sessions of the General Anatomy program were intervened with a group of 41 students. The content was approached in 3 stages: pre-class, class and post-class, using multimedia resources and platforms such as Moodle and YouTube. The activities included virtual lessons, group work and minimalist quizzes. At the end of the semester a student perception survey was applied. Achievement percentage in pre-class were 40.45 %, 55.46 %, 43.75 % and 76.04 % for sessions 01 to 04. The grades for class group work were 5.8±0.34, 6.1±0.46, 6.0±0.78 and 6.7±0.38 for the sessions worked. In the survey 63.2 % and 76.3 % of the students stated that they "very satisfied" that FC enhances autonomous and collaborative work, respectively. 73.6 % preferred the FC model over the traditional one. The FC model has shown to promote a better evolution of the teaching-learning process, being adaptable to basic science disciplines such as human anatomy. A positive experience of this innovation must be supported by well-structured programming, support inside and outside the classroom, and the adjustment of successful strategies. There is an imminent need to adapt to the new context where access to technologies and information is a priority.

“Flipped Classroom” teaching-learning method in medical biochemistry 1st professional MBBS students

Background: The flipped classroom is an educational model in which the standard lecture and homework elements of a course are “reversed” or “flipped.” In the current scenario, the new teaching-learning (T-L) method like flipped classroom is an essential requirement due to shifting in medical education from teacher-centric to student-centric as a consequence of the recent changes in medical education called “Competency-Based Medical Education.” The advantage of this teaching-learning method is to motivate students for self-directed learning and provides an opportunity for students to read/view course-related material at their own pace and on their own time before the actual class. Change in T-L method in medical biochemistry is extremely important since 1st Professional MBBS students considered it as tiresome and boring subject and give it least priority in all the subjects of 1st Professional MBBS course. Aim and Objectives: The main objective of this study is to introduce “Flipped Classroom” as an innovative teaching-learning method in medical biochemistry. Materials and Methods: For this study, 76 students were in-rolled and randomly divided them into two equal groups. Two topics from the medical biochemistry were selected, each group given an equal chance to learn by each method, at the end of teaching-learning the MCQ test was conducted and feedback from the student was collected. Results: In topics, the group learned the topic by flipped classroom scored more marks than the other group. The mean score of students, after the didactic lecture and flipped-classroom irrespective of the topic, were 4.43 and 5.39 marks, respectively (P < 0.001). Conclusion: The flipped-classroom method was found useful to improve the score of the 1st Professional MBBS students in medical biochemistry subject and facilitate them to understand the topic more clearly than the didactic lecture.

Perceptions of undergraduate medical students regarding online classes during COVID-19 pandemic: A questionnaire survey

Background: The nationwide lockdown due to coronavirus disease pandemic lead to shutdown of medical colleges. Due to which, it was not possible to teach students in classrooms anymore. To continue with their teaching, the option of online classes was recommended. Aims and Objectives: This study was conducted with an aim to evaluate students’ perceptions regarding online lectures. Materials and Methods: This was a cross-sectional, and questionnaire survey conducted among medical college students in Uttar Pradesh, India. Online lectures were delivered routinely using online applications for 8 weeks which was followed by offline regular classes. A pre-approved, pre-validated semi-structured questionnaire containing 13 close-ended multiple-choice questions was distributed through Google forms as well as in person among all the medical students using a non-probability sampling approach after taking their informed consent. The collected data were organized and tabulated using Google spreadsheet and descriptive statistics was used to depict the results. Results: A total of 193 responses were obtained from MBBS students of first and second phase. The mean age of students was 18.73 ± 1.87 years. Mobile phones (63.21%) were the most popular device used by the students to attend classes. More than half of the students (57%) were self-motivated to attend online classes. The major barrier to online learning as reported by 76.68% students was network issues. About 44% students reported lower understanding of subject compared to offline classes. About 70.47% felt online classes to be more comfortable to attend. More number of students either preferred offline method (37.82%) or a mix of both the methods (34.20%). Conclusion: Online lectures are effective teaching method, but they cannot replace classroom teaching. Thus, online teaching serves as add-on to the offline learning.

Application of flipped classroom teaching mode in community clinical pharmacist training / 中华医学教育探索杂志

Objective:To explore the application and effect of flipped classroom in community clinical pharmacist training.Methods:Seventeen pharmacists trained in 2017-2018 were used as the control group and received traditional teaching mode. Fourteen pharmacists trained in 2019-2020 were used as the experimental group and received the flipped classroom teaching mode. Finally, the teaching effect was evaluated through the trainees' graduation examination results and satisfaction degree. The SPSS 25.0 was used to conduct the t test and chi-square test. Results:The task performance, prescription audit scores, clinical practice scores, and total scores in the experimental group were significantly higher than those in the control group ( P<0.05). However, there was no significant difference in usual performance between the two groups ( P>0.05). For satisfaction survey, the total score of Likert scale in the experimental group was (20.1±3.4), which was significantly higher than that in the control group (16.9±3.4). However, there was no significant difference in the satisfaction of clinical practice and teachers' level between the two groups ( P>0.05). Conclusion:Flipped classroom can improve the enthusiasm of community clinical pharmacist trainees to participate in learning, increase the level of the trainees' theoretical knowledge and professional practice, and is conducive to the cultivation of high-quality community clinical pharmacists.

Application of case-based learning combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of Diagnosis and Treatment Fundamentals / 中华医学教育探索杂志

Objective:To investigate the application effect of case-based learning (CBL) combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of Diagnosis and Treatment Fundamentals. Methods:The cluster random sampling method was used to select the class of 2019 in the eight-year program and the class of 2020 in the five-year program, with the major of stomatology in Air Force Medical University. The 24 students in the observation group received CBL combined flipped classroom, and the 37 students in the control group received traditional teaching. The two groups were compared in terms of theoretical assessment score, classroom assessment score, comprehensive ability, self-learning ability, and degree of satisfaction with teaching. SPSS 22.0 was used for the t-test. Results:The observation group had a significantly higher theoretical assessment score than the control group [(74.88±3.46) vs. (71.89±4.45), P<0.05]. The observation group had significantly better scores of practical skill assessment than the control group ( P<0.05). Compared with the control group, the observation group had significantly better scores of comprehensive ability and self-learning ability ( P<0.05). The observation group had significantly better scores of satisfaction with teaching than the control group ( P<0.05). Conclusion:The application of CBL combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of Diagnosis and Treatment Fundamentals can improve theoretical knowledge, practical skills, comprehensive quality, and satisfaction with teaching among students, and therefore, it holds promise for application in teaching.

Exploration and practice of the blended teaching model based on BOPPPS classroom reconstruction in Diagnostic Radiology / 中华医学教育探索杂志

Objective:To investigate the feasibility and effectiveness of the blended teaching model for diagnostic radiology based on BOPPPS classroom reconstruction, i.e., bridge-in, objective, pre-assessment, participatory-learning, post-assessment, and summary.Methods:The undergraduate students in the classes of 2017 and 2018 in Department of Medical Imaging were selected as research subjects. The students in the class of 2018 were established as observation group and received the innovative blended teaching model based on BOPPPS classroom reconstruction, and those in the class of 2017 were established as control group and received teaching with traditional theoretical lectures. At the end of the course, 80 students were randomly selected from the observation group and the control group for performance analysis and teaching evaluation. SPSS 26.0 was used to perform the t-test. Results:The observation group had a total score of (82.66±6.18), while the control group had a total score of (76.47±5.42), and compared with the control group, the observation group had significantly higher scores of homework score, course discussion, and final examination ( P<0.05). Compared with the control group, the observation group had significantly higher scores of "understanding of the basic knowledge of imaging", "improvement of comprehensive diagnostic thinking ability", "stimulating the interest in learning and expanding horizons", and "cultivating clinical competence" in the self-evaluation survey ( P<0.05). Conclusion:The blended teaching model based on BOPPPS classroom reconstruction is suitable for the teaching of radiology diagnostics. It not only enriches teaching means and methods and enhances classroom participation and interaction, but also expands teaching space and teaching content.

Application of flipped classroom based on effective teaching theory in clinical teaching of nursing students in otolaryngology and head and neck surgery / 中华医学教育探索杂志

Objective:To investigate the effect of flipped classroom teaching based on effective teaching theory in the clinical teaching of otolaryngology and head and neck surgery.Methods:A total of 35 nursing students who received clinical teaching in Department of Otolaryngology and Head and Neck Surgery, Xinhua Hospital Affiliated to Shanghai Jiao Tong University Medical College, from June 2019 to June 2020 were selected as control group, and 35 nursing students who received clinical teaching from July 2020 to July 2021 were selected as study group. The students in the control group received traditional teaching, and those in the observation group received flipped classroom teaching based on effective teaching theory. The two groups were compared in terms of the scores of theoretical knowledge and practical operation after teaching, abilities of self-learning, analysis and problem-solving, innovative thinking, teamwork, and nurse-patient communication before and after treatment, and the degree of satisfaction with teaching among nursing students. SPSS 24.0 was used to perform the t-test and the chi-square test. Results:After teaching, the study group had significantly higher scores of theoretical knowledge and practical operation than the control group (94.24±3.25/94.65±3.41 vs. 89.54±3.36/88.76±3.37, P < 0.05). After teaching, both groups had significant increases in the scores of self-study ability, analysis and problem-solving ability, innovative thinking ability, teamwork ability, and nurse-patient communication ability, and the study group had significantly higher scores of these abilities than the control group ( P < 0.05). The study group had a significantly higher satisfaction rate of teaching than the control group [94.29% (33/35) vs. 71.43% (25/35)]. Conclusion:In the clinical teaching of nursing students in otolaryngology and head and neck surgery, the application of flipped classroom teaching based on effective teaching theory can improve the understanding of theoretical knowledge and practical operation ability, with significant increases in comprehensive ability and degree of satisfaction with teaching, and therefore, it has a good application value.

Practice on the construction of Introduction to Hearing and Speech Rehabilitation and the teaching model of bisection combined with flipped classroom / 中华医学教育探索杂志

This study investigates the application effect of bisection combined with flipped classroom in the teaching of the course Introduction to Hearing and Speech Rehabilitation. A total of 74 students majoring in hearing and speech rehabilitation in the classes of 2019 and 2020 were selected as research subjects, and flipped classroom was applied in the teaching of the course Introduction to Hearing and Speech Rehabilitation. A questionnaire survey was conducted to compare the difference between traditional teaching model and flipped classroom in improving the comprehensive abilities of students. Research findings show that the teaching model of bisection combined with flipped classroom can significantly improve the abilities of self-expression, creative thinking, teamwork, and interpersonal communication among students, and there was no significant difference in improving learning enthusiasm between the two teaching models.

Application of 3D digital modeling combined with 3D printed model in classroom theoretical teaching of orthopedics / 中华医学教育探索杂志

Objective:To investigate the application effect of 3D digital modeling combined with 3D printed model in assisting the classroom theoretical teaching of orthopedics in five-year undergraduate students majoring in clinical medicine.Methods:In May 2022, 33 five-year undergraduate students majoring in clinical medicine in the class of 2018 in Southwest Medical University were selected and divided into experimental group with 17 students and control group with 16 students according to the odd or even student number. The students in the experimental group were taught by traditional PPT+3D digital modeling combined with 3D printed model, and those in the control group were taught by the traditional PPT teaching method. The teaching effect was evaluated by theoretical examination and a questionnaire survey on the degree of satisfaction with teaching. SPSS 25.0 was used to perform the t-test, the Mann-Whitney U test, the rank sum test, and the chi-square test. Results:The experimental group had a significantly higher score of theoretical examination than the control group (86.24±4.16 vs. 82.50±6.06). The questionnaire survey on the degree of satisfaction with teaching showed that compared with the control group, the experimental group had a significantly higher degree of satisfaction with the understanding and learning of orthopedic diseases [3 (2, 3) vs. 2 (2, 2), P < 0.05], the improvement in learning interest [2 (2, 3) vs. 2 (1, 2), P < 0.05], classroom innovation [3 (3, 3) vs. 2 (1.5, 2), P < 0.05], and overall classroom teaching [3 (2, 3) vs. 2 (2, 2), P < 0.05]. Conclusion:In assisting the classroom theoretical teaching of orthopedics in undergraduate students majoring in clinical medicine, 3D digital modeling combined with 3D printed model can provide concrete 3D models, reduce the difficulties in learning, improve the awareness of orthopedic diseases, strengthen learning interest, and increase the degree of satisfaction with teaching and academic scores.

Survey on use demands of wise classroom for medical students based on learning experience / 中华医学教育探索杂志

The objectives of the paper is to more accurate understand the use demands of wise classrooms for medical students, and provide scientific basis for wise classroom managers when formulating wise classroom environment optimization strategies. In the paper, the questionnaire survey method was used to investigate 23 indicators in 4 dimensions of hardware facilities, information technology, teaching methods and medical wise classroom features. And the data of 1 074 questionnaires were analyzed using KANO model analysis technology and satisfaction importance quadrant chart. Among the 23 demand indicators, there are 6 required attributes, 7 expected attributes, 9 charm attributes and 1 non-differential attribute. According to the theoretical importance ranking of the KANO model, wise classroom managers should first improve the quality of indicators related to necessary attributes, give priority to the quality of indicators related to expected attributes, and finally meet the requirements of indicators related to charm attributes. Relevant policies and construction suggestions for smart classrooms are put forward from the three levels of school top-level design, teachers and managers in the paper.

Design and application of flipped classroom combined with micro-lectures in the teaching of pediatric infectious diseases / 中华医学教育探索杂志

Objective:To investigate the application effect of flipped classroom combined with micro-lectures in the teaching of pediatric infectious diseases.Methods:A total of 199 five-year students in the class of 2019 from Department of Pediatrics of Chongqing Medical University were divided into 14 groups. Each group selected a micro-lecture theme targeting the key and difficult points of the course and produced an original micro-lecture video through flipped classroom, which was then uploaded to Chaoxing platform for evaluation by teachers and students. At the end of the course, a questionnaire survey was performed to investigate the teaching effect, and final examination score and department examination score during internship were compared between the students in the class of 2019 and those in the class of 2018. SPSS 22.0 was used to perform the t-test, the Wilcoxon rank-sum test, the chi-square test, and the Fisher's exact test. Results:A total of 14 flipped micro-lecture works were completed by the students. The questionnaire survey showed that 98.47% (193/196) of the students thought that this model was helpful to master the key and difficult points; 93.88% (184/196) of the students thought that the flipped micro-lecture works had better originality and quality than reading reports and literature reviews in the past; 94.90% (186/196) of the students were more willing to accept the mode of flipped classroom combined with micro-lectures. Compared with the students in the class of 2018, the students in the class of 2019 had significantly higher final examination score (79.32±7.53 vs. 76.06±12.01, P<0.001), theoretical score of department examination (88.68±4.87 vs. 87.15±4.09, P<0.001), and operation score of department examination (84.93±7.56 vs. 82.08±9.10, P<0.001). Conclusion:Flipped classroom combined with micro-lectures can effectively solve the key and difficult points in the teaching of pediatric infectious diseases, and it can also stimulate the interest in independent learning and help to improve learning performance among students. Therefore, it holds promise for clinical application.

Analysis of practice effect of teaching reform in the course of nursing education based on Rain Classroom / 中华医学教育探索杂志

Objective:To investigate the application effect of blended teaching mode based on Rain Classroom in the course of nursing education.Methods:The nursing teaching class in 2019 was set as the observation group ( n=20), which adopted blended teaching mode combining classroom teaching and online learning of Rain Classroom platform. The teaching class with the same number of students in the same period in 2018 was set as the control group ( n=20), which implemented the traditional classroom teaching mode. SPSS 22.0 was used for statistical processing, and independent-samples t-test was used to analyze the results of seminar, simulated teaching and final theoretical examination of the two classes of students and the evaluation of the teaching effect of the course. Results:There was no significant difference between the two groups in the results of simulated teaching ( t=0.21, P = 0.834). The scores of seminar [(91.18±1.20), t=3.09, P<0.05] and final theoretical examination [(78.63±6.28), t=3.33, P<0.05] in the observation group were significantly higher than those in the control group. The scores of information retrieval and processing ability ( t=-3.33, P < 0.05), problem finding ability ( t=-2.17, P < 0.05), independent thinking ability ( t=-2.53, P < 0.05), knowledge integration ability ( t=-3.86, P < 0.001), self-learning ability ( t=-3.12, P<0.05), the sense of identity to the role of nursing teachers ( t=-2.53, P < 0.05), the awareness of active learning ( t=-3.13, P < 0.05) and the attitude of lifelong learning ( t=-4.46, P < 0.001) in the experimental group were higher than those in the control group. Conclusion:The blended teaching based on Rain Classroom is conducive to the cultivation of students' inquiry learning ability and deep learning of theoretical knowledge, and promotes the effective achievement of curriculum teaching objectives.

The application of "Rain Classroom" in Pharmacology teaching for MBBS international students / 中华医学教育探索杂志

Objective:To compare the effects of "Rain Classroom" teaching model and traditional teaching model in the Pharmacology teaching for MBBS international students.Methods:A total of 55 MBBS international students of the Batch 2016 were selected, and randomly divided into the "Rain Classroom" teaching group ( n = 27, experimental group) and the traditional teaching group ( n = 28, control group) according to their academic performance, age, gender, learning attitude, learning ability, and their original country. The experimental group took "Rain Classroom" assisted teaching, and control group took traditional teaching.The teachers for two groups were the same. They have been engaged in the "Pharmacology" course for international students for many years. The chapter "Antihypertensives" in textbook " Lippincott's Illustrated Reviews, Pharmacology (edited by Karen Whalen)" was selected as teaching content. The teaching effects were evaluated by the knowledge assessment (70 points) and process evaluation (30 points). A questionnaire survey was conducted at the end of the course. The results were statistically analyzed by t-test and Chi-square test using SPSS 11.5 software. Results:Compared with the traditional teaching group, the students of "Rain Classroom" group obtained a significantly higher score in exam. The average exam score of the "Rain Classroom" group was (58.6±6.8) points, while the average exam score of the traditional teaching group was (52.3±9.4) points, indicating a better mastery of knowledge for "Rain Classroom" group ( P < 0.05). The process evaluation showed that the students in the "Rain Classroom" group were more active in participation and the interaction, which was significantly higher than that in the traditional teaching group (7.4 vs. 2.8 times per students). No obvious difference was observed in students' attendance and homework scores for these two groups. According to the questionnaire survey, the "Rain Classroom" group enhanced students' interest in learning, improved the concentration in classes, and thus promoted the mastery of knowledge. Conclusion:The present study has confirmed the "Rain Classroom" teaching method is conducive to mobilizing students' enthusiasm for learning and improving teaching effect.

Exploration and application of flipped classroom model in theory teaching of psychiatry: with the teaching of "anxiety disorder" as an example / 中华医学教育探索杂志

Objective:To investigate the effect of flipped classroom model in the theory teaching of psychiatry for medical undergraduates.Methods:A total of 121 students from grade 2014 were randomly divided into observation group and control group. The observation group was given flipped classroom teaching and the control group was given traditional teaching. In order to evaluate the teaching effect of flipped classroom, the students in the observation group were evaluated by comparing the test scores of the two groups in class and using the self-made questionnaire. SPSS 18.0 was used to conduct t-test. Results:The results showed that the average score of the observation group was significantly higher than that of the control group ( P < 0.05). The results of teaching effect showed that there were 60 students in the observation group, among which 96.7% (58 students) believed that flipped classroom teaching was beneficial to promoting pre-class preview, improving teamwork ability, autonomous learning ability and teacher-student communication; 95.0% (57 students) thought they were satisfied with flipped classroom teaching, which was conducive to linking theory with practice; 93.3% (56 students) thought that they could arouse their interest in learning, improve their attention, and improve their ability to analyze and solve problems; 90.0% (54 students) thought flipped classroom was superior to traditional classroom and helpful to their future study; 86.7% (52 students) did not think their study burden was increased. Conclusion:The flipped classroom model can stimulate students' interest and attention, and promote the combination of independent learning and interactive learning, which has a better effect than the traditional teaching model in the theory teaching of psychiatry and is easily accepted by students. Therefore, it holds promise for application.

Construction of the second classroom system for college students based on the cultivation of innovation and entrepreneurship ability / 中华医学教育探索杂志

Taking medical statistics major in Binzhou Medical University as an example, based on the outcome-based education theory, in order to enhance the innovation ability of university students, we put forward the systematic second classroom training system, including improving the personnel training system, implementing education, experiment teaching reform, and practice teaching reform. It has achieved outstanding results in the discipline competition, improved social service ability and high degree of employer satisfaction. The systematic second-class talent training system based on the outcome-based education theory can provide reference for other medical colleges and related applied majors.

Evaluation on the application effect of "flipped classroom" in general surgery practice teaching / 中华医学教育探索杂志

Objective:To explore the application and practice of "flipped classroom" in the teaching of general surgery interns.Methods:A total of 20 internship groups (3 to 5 people in each group) were randomly selected from the general surgery practice group in the Department of General Surgery of the Second Clinical Medical College of North Sichuan Medical College. They were randomly divided into the flipped group (45 people) and the traditional group (40 people), with 10 subgroups in each group. The flipped group adopted the flipped classroom teaching mode (students' self-study by handing out materials before class, students and teachers' discussion in class, and students and teachers' evaluation after class), while the control group adopted the current conventional teaching mode (students' preview before class, teachers' explanation in class, and teachers' question answering after class). At the end of the teaching, a questionnaire was used to evaluate the participation and completion of each student. The teaching effect was evaluated by medical history collection and case analysis. The participation, completion, and teaching effect between the two groups were compared and analyzed. SPSS 23.0 software was used for t-test and Chi-square test. Results:The participation of the flipped group was better than that of the traditional group [(17.45±1.83) vs. (15.57±1.52)], and the difference was statistically significant ( P < 0.05). There was no statistically significant difference between the flipped group and the traditional group. There was no significant difference in medical history collection scores between the two groups. The case analysis of the flipped group was better than that of the traditional group [(87.30±6.06) vs. (81.50±5.88), P < 0.05]. The questionnaire shows that about 90% of the students think that flipped classroom can improve their interest in learning [96% (43/45)], improve their autonomous learning ability [89% (40/45)], and have better learning effect. At the same time, 78% (35/45) of students think that learning time is too long. Conclusion:The flipped classroom teaching model can improve the teaching participation of general surgery students, improve students' interest in learning, improve their self-learning ability, and improve students' thinking ability of medical record analysis.