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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.
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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.
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Background:In comparison to other basic subjects in medical sciences, learning Anatomy online was felt difficult. With the emergence of Covid 19 pandemic, the teaching and learning method entirely shifted to online classe s. So, the present study aimed to compare the effectiveness of teaching learning in the subject of Anatomy by online teaching learning methods with that of traditional classroom teaching learning methods by students’ perspective.Material And Methods:The study was done using predesigned multiple-choice questionnaire among thefir st MBBSstudents.The opinion about effectiveness of traditional classroom teaching learning methods and online teaching learning methods were anonymously retrieved through Google forms. Result:80.2% students opined that traditional classroom teaching learning method is better.Conclusion:Classroom teaching is far better than online teaching.
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Objective:To explore the effect of scenario simulation teaching combined with flipped classroom teaching for nursing interns in the department of gastroenterology.Methods:A total of 40 undergraduate nurses of 2019 from the Department of Gastroenterology of Renji Hospital, Shanghai Jiao Tong University School of Medicine were selected as the control group, and 40 undergraduate nurses of 2020 were selected as the research group. The control group adopted the traditional clinical teaching mode, and the research group adopted the scenario simulation combined with flipped classroom teaching mode. After 3 months of clinical teaching, theoretical and nursing operational assessment were performed on the nurses, and questionnaire survey was used to evaluate the teaching effect of clinical nursing teaching and the satisfaction of teaching quality. SPSS 20.0 was used for t test and chi-square test. Results:The theoretical and nursing operation skills assessment scores of the research group were higher than those of the control group, and the difference was statistically significant ( P<0.001). The research group was significantly better than the control group in improving nursing operation skills, improving autonomous learning ability, improving nurse-patient communication ability, improving response ability, improving overall analysis ability, enhancing humanistic care awareness, cultivating team spirit, and cultivating clinical thinking ability( P<0.001). The satisfaction rate of the practice nurses in the study group with the scenario simulation combined with the flipped classroom teaching was 100.00%, and that in the control group with the traditional clinical teaching mode was 70.00%, with statistical significance ( P<0.001). Conclusion:Scenario simulation teaching combined with flipped classroom can improve the theoretical foundation and operational skills of practical nurses in the department of gastroenterology, and improve the clinical nursing teaching effect and satisfaction of practical nurses, which is worthy of application and promotion.
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Objective:To explore the application of flipped classroom teaching mode under the perspective of production oriented approach (POA) theory in orthopedic nursing teaching management.Methods:This study randomly enrolled 60 orthopedic clinical nursing interns from August 2018 to August 2019. They were randomly divided into control group (traditional teaching) and observation group (flipped classroom teaching under the perspective of POA theory), with 30 cases in each group. The out-department assessment results, error statistics of practice assessment, qualification rate of out-department assessment and the evaluation on teachers were compared between the two groups. SPSS 19.0 was used for chi-square test and t test. Results:When the interns leaving the department, the total scores of theoretical knowledge, nursing practice and assessment were higher than those before department admission, which were higher in observation group than in control group ( P<0.05). The scores of learning new knowledge, summarizing ability and clinical thinking ability in observation group were higher than those in control group ( P<0.05). The error rates such as unskilled physical examination and poor concept of aseptic debridement in observation group were lower than those in control group ( P<0.05). The satisfaction of interns with teachers' theoretical teaching ability, practical skill level and teaching attitude in observation group was higher than that in control group ( P<0.05). Conclusion:Flipped classroom teaching under the perspective of POA theory is beneficial to improve out-department assessment results and learning ability of orthopedics students, reduce physical examination and debridement errors in practice assessment, and improve higher satisfaction with teachers.
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With improvements in information technology and expansion in education reforms, more innovative teaching reform programs have also been launched. Information technology has increased interest in the use of the flipped classroom innovative teaching model. In order to explore new ideas for the improvement of teaching, this paper focuses on the flipped classroom teaching approach with the integration of information technology. Micro-teaching is an important innovative flipped classroom teaching approach with a number of advantages as it is short, concise, and interesting, which therefore helps improve students' self-learning ability. Designing and preparing micro-teaching would become a prerequisite skill for college teachers. Based on the analysis of the entries in the "National Universities Micro-teaching Competition of Life Science", this paper explores the application of micro-teaching in life sciences teaching from the perspective of curriculum introduction, mode of presentation, teaching design, and other aspects of teaching. This information could serve as a guide to frontline college teachers to help them understand and master the skills of designing micro-teaching, so as to generate interest and improve learning efficiency among college students.
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Humans , Biological Science Disciplines , Curriculum , Learning , Students , UniversitiesABSTRACT
Objective:To verify the application value of team-based learning (TBL) joint case-based discussion (CBD) method applied in the course teaching of Introduction to General Practice.Methods:Students from two clinical oriented classes in the same grade were divided into the experimental group ( n=35) and the control group ( n=35). The control group implemented the traditional teaching method, and the experimental group implemented the TBL joint CBD method. The teaching effect were compared between the two groups. SPSS 20.0 was used for frequency description and statistical test analysis. Non-normal distribution data were tested with Mann-Whitney U test. Results:After the teaching, the average rank of multiple-choice questions (35.28) and analytic questions (42.24) in the experimental group were significantly higher than those of the control group (32.68 and 25.52, respectively, P<0.05). Conclusion:The TBL joint CBD method applied in the course of general practice helps to improve students' test achievement, enhance their overall quality, and lay a foundation for training comprehensive competencies of general practitioners.
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We introduce the portfolio assessment into the classroom teaching reform in the curriculum of Cell Engineering, a specialty course in bioengineering & biotechnology. We established a complete classroom evaluation system that was divided the classroom assessment system of portfolio into four stages including the preparation stage, training stage, implementation stage and exhibition stage. We also discuss the feasibility and necessity of implementing the portfolio evaluation method in the course of cell engineering, the construction of evaluation system, and the key points and matters needing attention in the implementation process. The classroom reform is very productive, not only the classroom atmosphere has been activated, students' learning initiative and autonomy has been enhanced, but also the students' ability to analyze and solve professional problems related to cell engineering technology has been improved. The implementation of classroom teaching reform of this course can provide reference for other similar professional courses in colleges and universities.
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Humans , Cell Engineering , Curriculum , Learning , Students , UniversitiesABSTRACT
Objective To investigate the effects of "two-classroom" teaching mode of basic life support (BLS) training on medical staffs. Methods One hundred and ninety-nine medical staffs trained in BLS curriculum education from May to August 2018 were selected as the research subjects. They were divided into two groups according to random number table: "two-classroom" teaching mode group (102) and traditional teaching mode group (97). The medical staffs in the traditional teaching mode group were trained by the traditional mode, while those in the"two-classroom" teaching mode group were trained by the "two-classroom" teaching mode, including the first and second classes; the first class is in-class teaching, using the Chinese version of the original American Heart Association (AHA) textbook, whose contents included basic life support operation video observation, practical operation, scene simulation and other teaching modes to carry out classroom teaching, and the second class was mainly in the extracurricular scene simulation. After the training, the differences in teaching effects regarding theoretical knowledge test scores and operational skills test scores and the degrees of satisfaction between the two groups were compared. Results The theoretical and operational scores of the "two-classroom" teaching mode group were significantly higher than those of the traditional teaching mode group (theoretical scores: 92.10±2.40 vs. 83.4±2.5, operational scores: 91.10±2.20 vs. 82.23±2.13, both P < 0.05). The degree of satisfaction with the BLS training (including 5 parts: controllable learning time, good interaction, cooperative communication, autonomous learning ability, achieving teaching goals) in the medical staffs in the "two-classroom" teaching mode group were higher than those in the traditional teaching mode group (controllable learning time: 98.04±6.35 vs. 83.51±5.27, good interaction: 97.06±6.12 vs. 83.51±5.33, cooperative communication: 96.08±6.07 vs. 73.20±4.96, autonomous learning ability: 96.08±6.15 vs. 73.20±4.28 and achieving teaching goals: 98.04±6.27 vs. 79.38±4.62, all P < 0.05). Conclusion The "two-classroom" teaching mode is a scientific, practical, simple and convenient teaching method, which can improve the theoretical and operational performance grades of trainees, and the medical staffs are well satisfied with the "two-classroom" teaching mode of BLS.
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Objective To explore the application effects of three-dimensional teaching mode for clinical anesthesiology. Methods 43 students were selected into control group, who were from class one, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. 42 students were selected into observation group, who were from class two, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. The traditional teaching mode were used for the students in control group during the teaching of clinical anesthesiology, while three-dimensional teaching mode were used for the students in observation group during the teaching. At the end of teaching, the teaching results were compared between the control group and the observation group, mainly including the usual scores evaluated from an anaesthesia plan plus an anaesthesia case discussion, and the final scores. The teaching satisfaction questionnaire were used to assess the effects of two teaching methods on the students' interest in learning, the capacity of clin-ical practice, the abilities of exploring, analyzing and solving problems, etc. SPSS 17.0 software was used in statistical analysis. The students' teaching results were tested by using two independent samples t-test. The satisfactions of these teaching effects were tested by using the Chi-square test. Results The usual and final scores in the observation group were significantly higher than those in the control group [(88.1±5.1) vs. (75.3±4.2), (82.1±3.3) vs. (75.7±3.9); P<0.05]. Compared with the control group, the satisfactions of teaching effects in the observation group were higher such as to stimulate interest in learning (60.5% vs. 90.5%), to improve the abilities of self-study (30.2% vs. 83.3%) and clinical practice (51.2% vs. 85.7%), to widen the scope of knowledge (46.5% vs. 88.1%) and to cultivate the spirits of innovation (55.8% vs. 83.3%), etc (P<0.05). Conclusion During the teaching of clinical anesthesiology, the three-dimensional teaching mode has more advantages than the traditional one, which is good for improving the students' innovation and practice abilities.
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Objective To explore the application and effect of SPOC platform in medical immunol-ogy teaching. Methods The teaching reform class of Grade 2015 (41students) of Changzhi Medical College was taken as the experimental group, while the parallel class of imaging (37 students), preventive specialty (40 students), Class Nine of clinical medicine (37 students) and oral specialty (39 students) were randomly selected as the control group. "SPOC learning platform + traditional teaching" method was used for teach-ing and learning in the course of the test group. The traditional teaching method was utilized in the control one. For this type of teaching activity, a questionnaire survey was carried out among the students in the reform class, and the final exam score was used as the measure standard. The data were analyzed by SPSS 17.0 software. Results The results demonstrated that the students preferred to learn on the SPOC platform for mobile phones, and the number was significantly higher than that of learning through the computers. Students in the reform class basically liked this type of learning, and their final exam scores were more significant difference than the other classes in the same grade (t'=15.21, P=0.000). The classes in the experimental group and the control group were taken as the research objects, and the rank-sum test was performed, which was statistically significant ( χ2=81.65, P=0.000). Then, the two groups were compared in different classes: the statistical difference between the teaching reform class and image 1502 (t'=11.52, P=0.000), prevention 1502 (t'=7.38, P=0.000), clinical medicine 1509 (t'=8.93, P=0.000), oral 1501 class (t'=8.93, P=0.000) were found. The questionnaire survey demonstrated that 90.24% (37 students) of the reform class liked this form of learning and at the same time, it was suggested that the learning content on the platform should be further linked to the clinical practice and combined with scientific research to expand the students' thinking. Conclusion The SPOC learning platform has turned over the teaching of medical immunology and improved students' motivation and interests in learning.
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Objective To improve the teaching effects of medical image processing.Methods Teaching content was reformed considering the problems encountered during clinical practice and research. Modern teaching methods such as problem-based learning and flipped classroom were adopted. In addition, professors from world famous Universities were invited to teach lessons.A website was also built for this course.Moreover,the students were encouraged to participate in after-class research.Finally,a new practice-based teaching mode with characteristic content and modern methods was developed.By adopting information technology,all-round students could be gifted with international vision.Results The students'interest was stimulated and their problem solving skills were improved.Conclusion The teaching effects of medical image processing can be largely improved by research,so that the students can not only master the course content well but also develop skills to solve practical problems.
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Specialty English of Medical Laboratory is a comprehensive and overlapping discipline and plays a major role in multiple medical courses, including Life Science, Clinical Medicine and Laboratory Medicine.However, its teaching practices are limited due to the extensive contents, scattered basic knowledge points, complexities of language learning processes and high demanding of sophisticated teaching skills.Since internet technology′s breakout and the web-based education expanding in the past decade, personalized flipped classroom has drawn considerable attention in the education field and became a hop-spot in teaching practice system.In the present study, the concepts of flipped classroom and basic characteristics of Specialty English of Medical Laboratory were elaborated, as well as the reconstructing teaching processes, exploring the concrete plan for teachers and students in undergraduate program.
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Medical microbiology is an important basic subject in medical colleges.In view of the multifarious and abstract nature of the specialized course and the dull atmosphere in classroom teaching,we have adopted a doggerel teaching method in order to enliven the classroom atmosphere and improve the class teaching quality.After long-term teaching practice,it's been proved that the proper use of doggerel in classroom teaching can not only refresh boring theory and enhance students' learning interesting,but also simplify the complicated context and improve their memorizing ability and learning efficiency,posing a significant impact on the teaching effects of medical microbiology.
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Oncology is extensive in contents,covering a wide range of organs,systems and clinical specialties.Here,we discuss the feasibility and necessity of flipping the classroom teaching through the introduction of Oncology and through the implementation of flip classroom teaching for oncology graduate students,this paper analyzes the evaluation of the classroom teaching by the teachers and students,and compares the assessment results of students under different teaching methods.The results show that the flipped class can promote students' initiative learning,promote students' classroom participation,and help students to internalize and consolidate their knowledge of oncology in the theoretical teaching of graduate oncology.
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Objective To study classroom teaching quality evaluation standards from two perspectives of teachers and students,and comparatively study difference of evaluation standards for teachers and students.Methods Questionnaire survey method is adopted.Classroom teaching quality evaluation entry questionnaire is distributed to 320 teachers and 560 students.SPSS 18.0 software is utilized for statistical analysis on the collected data.Expert consultation method is applied to determine membership degree on the analysis results.Finally,14 experts and 20 students are invited to sequence the importance of each dimension obtained after membership determination.Expert evaluation method is used for calculating the weight of each dimension thereof.Results Generally,the results show that all the teaching quality evaluation standards which have been selected by teachers and students can be assorted into 5 dimensionalities,namely teaching content,teaching method,teaching norm,teaching organization and students' learning condition.Particularly,teachers maintain that 23 indicators can be chosen to assess the classroom teaching quality while students think that 24 items are qualified for evaluating the room teaching quality,and they reach a consensus in 13 items.Besides,there is a big difference in their weight of the 5 dimensionalities.Conclusions By comparing and analyzing the choices and opinions about the classroom teaching quality evaluation standard between teachers and students,we learn that the two relative groups' assessments and comments are far different mainly attributing to their different evaluation perspectives on classroom teaching quality.Therefore,we advise different evaluation indicator systems should be adopted respectively for evaluation subjects in classroom teaching quality evaluation.
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Objective To discuss some expectation on reform of classroom teaching method for eight-year program medical education, in order to provide a basis for the evaluation and reform of classroom teaching method. Methods Investigation that mainly included expectation on reform of classroom teaching method, classroom teaching method of most expected application, and ex-pected value of classroom teaching method was investigated and analyzed with self-made question-naire, to total 78 medical students (22 of Grade 2008, 20 of Grade 2009, 20 of Grade 2010, 16 of Grade 2011) of eight-year program who had completed the stage before medical education in the uni-versity, and related 32 teachers. Software of SPSS 20.0 was used to make statistical analysis. Results In the survey, 55.8% students and 78.1% teachers hoped to reform the current classroom teaching methods (χ2=4.782,P=0.029). 61%students and 90.6% teachers expected comprehensive application of diverse method(χ2=15.464,P=0.017), including instruction combined with writing on blackboard, teaching by multimedia, PBL, inversion-type class, independent learning, a lot of questions for exami-nation, and so on. The value expectation (>60%) of classroom teaching method was multivariate, in-cluding to stimulate students' interest in learning, to cultivate ability of finding and solving problems, conducive to understanding of knowledge and memory, conducive to comprehension and memory of knowledge, conducive to cultivation of learning method, able to improve ability of creativity and criti-cal thinking, conducive to strengthening interaction and communication of teachers and students, to improve the subject consciousness of student in classroom, helpful to cultivate the spirit of teamwork, to improve the efficiency of teaching, and able to make full use of information technology. Conclusions For the diversified value demand and the highly expectation on reform of current classroom teaching method, more attention should be paid to evaluation and guidance on reform of classroom teaching method for eight-year program medical education.
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Objective] To probe into a case of bilingual classroom teaching model in a TCM university, expect to find that if the current bilingual teaching could achieve the goal of raising ability both in disciplinary knowledge and language competence advocated by content-based instruction teaching idea, explore the possible problems and propose some corresponding solutions. [Methods] Empirical research method was used to execute quantification statistics on classroom teaching activity and the discourse between teacher and students, combining with qualitative data from questionnaires and interviews. By the methods above, this paper expected to embody the present situation and problems of the bilingual teaching in a TCM university. [Results] For classroom teaching both in disciplinary knowledge and language forms, there was a phenomenon that input and output forms were single, so that the function of other effective classroom activities was ignored. It was still a teacher-centered classroom with teacher as the main body of classroom. Students' insufficient competence and teachers' limited level were still a main problem to be solved. Compared with time of disciplinary knowledge, focus on language was less and the output time of language was compressed. [Conclusion] It's necessary to richen the classroom teaching mode. Cognition of both teacher and students on bilingual teaching shall change, giving consideration to disciplinary knowledge and language competence, overcoming language weakness and facilitating the two-sided promotion.
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The accelerating pace of exchanges and cooperation in medical field between China and foreign countries demands a large number of medical papers, medical-related materials to be ac-curately translated into multiple languages , especially between English and Chinese . Oriented at English majors (medicine directed), based on eco-translatory approach and student-centered teaching method by creating simulations of the medical English ecological translation environment, this paper provided a better and effective practice-based teaching idea, which can promote students' medical English translation competence and strategies, even cultural consciousness and pragmatic ability in a comprehensive manner.
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Objective Biochemistry course,a professional basic course of medical students,is a challenging course,for which the traditional classroom teaching mode is not suitable,for there are many deficiencies in traditional classroom teaching,so new teaching methods need to be explored to improve the quality of teaching and learning efficiency.Method 301 students from 6 natural classes of adult medical education were selected as the object of study and were divided into the experimental group(150) and control group(151).The traditional teaching mode was adopted in the control group,while in the experimental group,the double-track teaching methods were adopted such as diagram method,the method of using body language,humor teaching method,to stimulate students' interest in scientific research and innovation.At the end of the course,students were asked to conduct online teaching evaluation while teachers were asked to conduct mutual evaluation.Examination paper analysis software was used to evaluate the examination paper.Test results were analyzed by using SPSS 15 Statistical Software for data processing.Results:mean ± standard deviation (~ ± s) ; comparison was made between groups in t test.The difference was statistically significant(P＜0.05).Result The evaluation results of students and colleagues assessment show that 93.7％ of the students and 90.9％ of colleagues think that the experimental group uses the double-track teaching method is more popular than in the control group.At the end of the experiment,the control group grades is (66 ± 25),while the experimental group grades is (83 ± 22) ; t value is 6.2612; P value is 0.000.Conclusion Compared with traditional teaching method double-track teaching method has obvious advantages in teaching.From the result,double-track teaching enables students willing to think and have an active participation and exploration,which has significantly stimulated their learning interest and improved their performance,thus achieving good results.