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In the course of pathophysiology,we gave full play to the advantages of network teaching platform to integrate teaching resources,broaden students' learning pathways,and enhance the interaction,which could benefit teachers as well as students.The traditional teaching mode and concept were changed by using Computer Aided Instruction (CAI) and relying on the network platform to carry out multi-level teaching methods such as flipped classroom and Task-Based Leaming (TBL).We gradually conducted formative assessment to promote learning.Thus,the interest and the enthusiasm of students in learning were elevated and the independent learning capability were cultivated.
ABSTRACT
Objective To probe into the effect of diversified teaching methods in the teaching of di-agnostics and clinical probation.Methods One hundred clinical undergraduates were randomly divided in-to experimental class (fifty students) and traditional class (fifty students). The experimental class was based on the textbook of diagnostics.It used PBL to share teaching resources with teachers and students,and used electronic simulation and standardized patients to carry out clinical probation in combination with clinical practice. Through the objective structured clinical examination and questionnaire survey, students' learning situation of two classes was analyzed. R 3.3.3 was used to perform t test or χ2test for the data of two classes. Result The evaluation results show that the average scores of the students in the experimental class OSCE are excellent, and the average scores of the tests are higher than those of the traditional class, and the difference is statistically significant (P<0.05). The result of questionnaire showed that the students of experimental class were more satisfied than the traditional class students (P<0.05) in all aspects. Conclusions Diversified teaching methods are beneficial to cultivating students' theoretical practice trans-formation ability,clinical thinking ability and independent problem solving ability.
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Objective:To explore the application effect of diversified teaching methods in the Pharmacy Intravenous Admixture Services (PIVAS),thus to improve the quality of nursing teaching in PIVAS.Methods:Intemship students from PIVAS in a top three hospital in Xi’an from July to December 2015 and July to December 2016 were randomly divided into control group with 42 cases and experimental group with 40 cases.The control group used conventional teaching method and the experimental group adopted the diversified teaching method.the practical work of the students in the two groups was compared.Results:After intervention,the experimental group had marked improvement in the drug configuration error,the mastery of aseptic technology,the passing rate of theoretical achievement and operational achievement,significantly higher than that of the control group (P ＜ 0.01);the frequency of labels and warehousing errors of the experimental group was significantly lower than that of the control group (P ＜0.01).Conclusion:The application of diversified teaching methods in PIVAS is very important at several dimensions:helping students to be familiar with the work of PIVAS as soon as possible,reducing the occurrence of errors,improving the nursing teaching level of PIVAS and ensuring the quality of dispensing fluid.
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Objective To investigate the effect of a step-wise diversified teaching mode on cardiac electrophysiology (EP) education. Methods 64 young doctors (male:36, female:28) who studied in EP sub-specialty were enrolled. The atrioventricular nodal reentrant tachycardia (AVNRT) and atrioventricular reentrant tachycardia (AVRT) were selected as teaching content. All the doctors were randomly divided into traditional teaching group (TT) and step-wise diversified teaching group (DT) according to cross-over design protocol. In TT group, only teaching and answering the questions by teachers were given to students, for the DT group, in different stages of teaching, multiple teach-ing strategy were combined to complete teaching. T test and Chi square test were used to compare the effect of two teaching methods. Results There was no difference of basic features and time of self-studying between the two groups. In examinations, the students in DT group got higher score than TT group[DT:(92.3±9.8) and (93.1±7.8),TT:(88.3±8.6) and (87.1±10.0),P<0.05], and had better perfor-mance of learning interest, initiative, ability of finding and resolving problems, teamwork spirit and so on. Conclusion The step-wise diversified teaching mode contributes improving the quality of instruction of cardiac EP, moreover, arousing learning interest and initiative, enhancing ability of find-ing and resolving problems, teamwork spirit and so on, which is worthy of wide-popularizing in cardiac EP training.
ABSTRACT
Diversified teaching methods including traditional teaching,problem based learning,interactive teaching and team cooperation teaching were adopted in the process of teaching.Problem based learning can stimulate students' learning interests; interactive teaching can improve the students' hands-on ability and team cooperation teaching can cultivate students' cooperation spirits.Diversified teaching mode made different teaching methods integrated and complemented each other,forming a special teaching mode for the course of functional experiment.
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In experimental teaching of oral histological pathology,we made full use of the heuristic teaching,observing sectioning, practice and CAI teaching effect and meaning and reached the conclusion that the comprehensive teaching is helpful to students’autonomous learning, cultivating their observation analysis ability,deepening their understanding and at the samen timehelping them improve their practical capability,so as to improve greatly both the oral experiment teaching quality and students’comprehensive practice ability.