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Objective:To analyze students' learning behavior in the teaching practice of the presentation-assimilation-discussion (PAD) class based on Xuexitong platform.Methods:The PAD class based on Xuexitong platform was applied to the course of child and adolescent health in the specialty of preventive medicine. And the data were collected from the platform to analyze students' learning behavior, including the number of visits and its rules, the completion rate and duration of homework submission, the completion rate of task points, and the number of students participating in discussions. Questionnaires were used to investigate students' evaluation of the learning effect. SPSS 17.0 was used for Mann-Whitney U test, Kruskal Wallis H, and Chi-square test. Results:A total of 99 students visited the platform 40 322 times over 84 days, with a peak on the day of the discussion class, with the highest number of visits from 16:00 to 20:00, and 29.3% (29/99) of them visited the platform for less than 40 days. The completion rate of homework submission was 98.0% (582/594), with 31.1% (181/582) of the person-times less than 6 hours of homework submission duration. The completion rate of task points was 99.0% (3 919/3 960), and the number of students participating in discussions was 3 (2,7). In total, 86.9% to 90.9% of the students thought that the five aspects of learning effect were partly or basically achieved.Conclusion:Students' learning behavior is good on the whole, but their participation in discussion is few, and some of them learn passively, which needs to be further improved.
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Protein and Enzyme Engineering is the core and required course for colleague students majored in biotechnology, which plays an important role in the professional training system. In accordance with the "Guidelines for the Development of Ideological Education in Higher Education Institutions" issued by the Ministry of Education, we explored the combination of course teaching with ideological education by considering the features of the biotechnology major and the course and setting up rational teaching objectives. This paper described the strategy, design, implementation and evaluation approaches that were used in the course of "Protein and Enzyme Engineering" to achieve a good integration. The practice starts from story-telling, discussion of life, case study, hot issues discussion, literature discussion and presentations. The scientific spirits, civic character, global vision, eco-civilization and legal consciousness, as well as their native land emotion and cultural confidence, were boosted. The natural integration of the ideological education into the whole process of this course helped to better achieve the goal of curriculum education while promoting teaching excellence.
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Humans , Biotechnology , Curriculum , Students , UniversitiesABSTRACT
Objective@#To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students, and to analyze the difference of teaching effects between staged-teaching and traditional teaching.@*Methods@#Students were randomly divided into two groups, with 112 in the experimental group and 118 in the control group. Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing", "pathology-clinical connection" and "knowledge application", so presentation, assimilation and discussion class (PAD class), blending teaching and flipped classroom were adopted respectively. Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways. SPSS 19.0 was used for data analysis, and t-test and chi-square test were used for inter-group comparison.@*Results@#The pathological average score of students in the experimental group was (78.56±7.172), which was higher than (72.53±8.539) in the control group, with statistically significant difference (t=5.809, P=0.000). According to the questionnaire survey, the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group, with statistically significant difference (P<0.01).@*Conclusion@#Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge, applicating appropriate learning methods, and gradually forming their self-learning ability.
ABSTRACT
Objective To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students,and to analyze the difference of teaching effects between staged-teaching and traditional teaching.Methods Students were randomly divided into two groups,with 112 in the experimental group and 118 in the control group.Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing","pathology-clinical connection" and "knowledge application",so presentation,assimilation and discussion class (PAD class),blending teaching and flipped classroom were adopted respectively.Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways.SPSS 19.0 was used for data analysis,and t-test and chi-square test were used for inter-group comparison.Results The pathological average score of students in the experimental group was (78.56 ± 7.172),which was higher than (72.53 ± 8.539) in the control group,with statistically significant difference (t=5.809,P=0.000).According to the questionnaire survey,the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group,with statistically significant difference (P＜ 0.01).Conclusion Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge,applicating appropriate learning methods,and gradually forming their self-learning ability.
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There are some problems in the teaching of medical physics course,such as low learning initiative,deficient grasp of concept,and obstacles to realize the internalization and practical application of knowledge.The PAD (presentation-assimilation-discussion) class is applied in the course,in order to improve the students' learning state.PAD class is a teaching mode proposed from a psychological point,which advocates that teaching is the first before students start to learn and has an equal treatment on students' discussions and teachers' instruction,supporting independent learning.The teaching measures include:selecting course content to reach the balance between simplification and detailed interpretation;assigning open homework based on the course;dividing the class discussion into four steps;assessing students based on the performances of homework and final examinations.The research has shown that the PAD class facilitates improving the students' initiative of study and promoting the absorption and application of knowledge.
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PURPOSE: This study aims to analyze the characteristics of discussion materials that promote student participation in discussions, satisfaction with student instruction, and tutor intervention in the medical humanities. METHODS: We surveyed 117 premedical students and 7 tutors who attended 4-week group discussions in the medical humanities in 2010. We described the discussion materials using the following 4 characteristics as independent variables: material type, level of understanding, interest, and quantity. Dependent variables were: student participation in the discussion, student instruction satisfaction, and tutor intervention. Correlation analysis, multiple regression analysis, and crosstab were performed using SPSS 15.0. RESULTS: The correlation between the characteristics of the discussion materials differed by grade. When the books were chosen as the discussion material in the instruction of first-year premedical students, the correlation between level of understanding, interest, and quantity was negative. Higher levels of understanding of the material and interest in the material led to an increase in discussion participation among both first- and second-year premedical students. Higher levels of understanding and interest of the discussion material also increased student satisfaction with the instruction, regardless of grade. Finally, levels of understanding of the material affected the degree of tutor intervention. Tutors intervened more often in discussions with first-year premedical students than with second-year premedical students. CONCLUSION: Differences in grades and the understanding of the discussion material should be considered when choosing discussion materials. Further study is required to continue the development of the discussion model and improve methods of facilitate discussion among students in the medical humanities.