ABSTRACT
Objective:To explore the effects of concept map combined with team-based learning (TBL) teaching method on the examination results, critical thinking ability and teaching satisfaction of nursing interns.Methods:A total of 67 nursing interns in Guangyuan Central Hospital from March to October 2019 were selected and randomly divided into study group and control group. TBL teaching method was used in the control group, and concept map combined with TBL teaching method was used in the study group. The assessment results, critical thinking ability and teaching satisfaction of the two groups were compared. SPSS 22.0 was used for chi-square test and t test. Results:The theoretical knowledge and final examination scores of the study group were higher than those of the control group ( P<0.05); after teaching, the scores of curiosity, truth seeking, systematic ability and self-confidence and total scores of the study group were higher than those before teaching and those of the control group ( P<0.05); the satisfaction scores on having great value to clinical practice, improving learning initiative, helping to understand teaching content, cultivating cooperative learning ability and stimulating learning competitiveness in the study group were higher than those in the control group ( P<0.05). Conclusion:Concept map combined with TBL teaching method is beneficial for nursing interns to master learning knowledge, improve critical thinking ability and increase teaching satisfaction.
ABSTRACT
Communication and interaction between teachers and students always plays a vital role in building a sound educational system where learning becomes an experience. Further enhancement of this learning and understanding of the subject can be supported and secured by a process of conceptual mapping. Conceptual mapping is a step-wise process which includes text filling, relational predicates (understanding) and finally constructing the map. It is a technical tool which is easily accessible and economical in its time use. The idea of using the concept map is still in the primitive level and more emphasis has to be made in this area to use it to its full potential in the academic field.
ABSTRACT
OBJECTIVE:To improve teaching quality of the course of Medicinal Chemistry.METHODS:On the basis of understanding the nature,characteristics and main existing teaching problems of the course of Medicinal Chemistry,concept map method was used to reveal the regularities of the course contents in order to organize classroom teaching.RESULTS:The regularities of the intricate abstract course contents of Medicinal Chemistry,including regularities of some specific drugs and interrelationships among drugs,were intuitively reflected by concept map method.In daily teaching activities,under teacher's guidance,students autonomously discovered course knowledge by drawing concept map.Different students had different learning results,but on the whole,autonomous learning ability and learning efficiency of the students were improved.CONCLUSIONS:The concept map method is effective method for improving the teaching quality of Medicinal Chemistry.
ABSTRACT
OBJECTIVE:To improve teaching quality of the course of Medicinal Chemistry.METHODS:On the basis of understanding the nature,characteristics and main existing teaching problems of the course of Medicinal Chemistry,concept map method was used to reveal the regularities of the course contents in order to organize classroom teaching.RESULTS:The regularities of the intricate abstract course contents of Medicinal Chemistry,including regularities of some specific drugs and interrelationships among drugs,were intuitively reflected by concept map method.In daily teaching activities,under teacher's guidance,students autonomously discovered course knowledge by drawing concept map.Different students had different learning results,but on the whole,autonomous learning ability and learning efficiency of the students were improved.CONCLUSIONS:The concept map method is effective method for improving the teaching quality of Medicinal Chemistry.
ABSTRACT
O interesse pela Logoterapia e Análise Existencial tem crescido desde a sua fundação, tanto por profissionais clínicos quanto por outros de áreas diversas. Compreender um sistema teórico não é uma tarefa fácil, exige muita dedicação, especialmente para um iniciante, sobretudo no que toca às relações entre os conceitos. O diagrama é um recurso de ensino-aprendizagem que pode ser usado para facilitar a explanação. O objetivo deste artigo é apresentar um mapa de conceitos da Logoterapia e Análise Existencial. Utilizamos uma técnica denominada análise contrastiva que permite a organização de conceitos a partir de uma estrutura textual. O resultado é um mapa conceitual das principais relações entre os conceitos do sistema teórico investigado.
The interest in Logotherapy and Existential Analysis has increased since its inception, both by clinicians and by other professionals. However, to understand a theoretical system is not an easy task, especially for a beginner; it requires a lot of dedication, particularly to assimilate the interrelationships among its concepts. Thus, diagrams can be used to explicit them. In this sense, the goal of this paper is to present a concept map of Logotherapy and Existential Analysis. Therefore, we use contrastive analysis to organize the concepts extracted from specialized texts. The result was just a conceptual map containing interrelationships among the main concepts of the theoretical system investigated.
El interés por la Logoterapia y Análisis Existencial ha crecido desde su creación, tanto por los clínicos y otros profesionales en diversos campos. Sin embargo, la comprensión de un sistema teórico no es una tarea fácil, especialmente para un principiante, requiere mucha dedicación, principalmente con respecto a las relaciones entre los conceptos. Por lo tanto, se pueden utilizar diagramas para explicar estas relaciones. En este sentido, el propósito de este artículo es presentar un mapa conceptual de Logoterapia y Análisis Existencial. Con esta finalidad, utilizamos el análisis contrastivo para organizar conceptos extraídos de textos especializados. El resultado se expresa como un mapa conceptual de las relaciones entre los principales conceptos del sistema teórico investigado.
Subject(s)
Humans , Psychotherapy , VolitionABSTRACT
Visualized concept map can develop the ability of self-learning ability, knowledge integration ability and teaming and collaboration ability in medical students. Concept map is also a useful tool for improving student learning and clinical reasoning. Application of concept map in inte-grated problem based learning curriculum of basic medical sciences may promote meaningful learning and enhance the efficacy of PBL.
ABSTRACT
Objective To explore the effects of teaching method of concept-map orientation on cultivating intern nursing students' autonomous learning competencies. Methods 120 volunteers were randomly divided into the experimental group and the control group with 60 students in each group. The students from the experimental group participated in the training activities, in which concept-map orientation and clinical case served as a vehicle. While the students from the control group attended lectures held by nursing department. All the students fulfilled the Measure Scale of Autonomous Learning Competencies of Nursing Undergraduates before and after this study. Results There was significant difference between before and after the study, and significant difference was also seen in total score and score of each dimension between the experimental group and the control one. Conclusions The teaching method of conceptmap orientation can cultivate nursing students' autonomous learning competencies.
ABSTRACT
Concept-map can be seen as supplementary tool and strategy for teaching and learning of English writing,in addition,that can help the student open their mind,organize the article,inspire their creativity and cultivate the habit of English thinking,the purpose of that is improvement of writing level.
ABSTRACT
This paper analyzes how to raise higher vocational medical students' efficiency in physiological teaching with concept map as the teaching tactics.