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Objective:To evaluate the mixed team-based learning (TBL) teaching method in the practical teaching of critical obstetric diseases.Methods:A total of 72 undergraduate students majoring in "5+3" clinical medicine who practiced in The First Affiliated Hospital of Chongqing Medical University from April to June 2019 were selected in the study. The typical cases of obstetric critical illness were selected, and the students were taught by TBL teaching combined with flipped classroom. After the class, a questionnaire survey was conducted to evaluate the teaching effect.Results:Totally 72 questionnaires were recovered and the results showed that all the students thought this kind of mixed TBL teaching method was helpful to develop clinical thinking ability, and the process of "group discussion" and "extra-curricular preparation" was very helpful to understand the learning. A percentage of 93 (67/72) of the students liked this teaching mode, while 28% (20/72) of the students thought this learning mode was very stressful.Conclusion:This mixed TBL teaching method is effective and feasible in the practical teaching of critical obstetric diseases.
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Medical simulation teaching is an emerging and developing teaching method in our coun-try. At present, the simulation teaching centers are developing rapidly in higher education institutions, but how to improve the effectiveness in the operation of the centers is still a subject that needs to be discussed. Based on our own experience, this paper analyzes the related factors in developing medical simulation teach-ing centers, making summary and demonstrations from aspects of team building, teacher training, docking needs, staffing and so on, so as to provide references and suggestions for the construction of medical simu-lation center higher education institutions.
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Teachers applied task-based learning and Team-based learning methods in the course of ethnic medicine.Teaching contents were classified according to relations of different herbs and quantity of herbs in each chapter.7-9 students formed a learning group which was also called team.Learning groups prepared lessons before class,debated on different tasks such as herb identification and treatment prescription of clinical cases in class,and drew a conclusion after debates.Learning groups expounded their viewpoints and debated with other learning groups about different views.Teachers recorded and commented on viewpoints from each learning group.After class,through a questionnaire,teachers understood the students' feedback to the whole teaching process,and the effect of application of task driven and cooperative team learning got students' recognition.In the future,we will make some improvement by increasing the classroom comment,improving the preparation before class,increasing the efficiency of learning group presentation and debate time,enriching teachers' academic knowledge and improving their teaching skills.
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BACKGROUND/OBJECTIVES: This research was conducted to compare lecture-and experience-based methods of nutritional education as well as provide fundamental data for developing an effective nutritional education program in elementary schools. SUBJECTS/METHODS: A total of 110 students in three elementary schools in Jeollanam-do were recruited and randomly distributed in lecture-and experience-based groups. The effects of education on students' dietary knowledge, dietary behaviors, and dietary habits were analyzed using a pre/post-test. RESULTS: Lecture-and experience-based methods did not significantly alter total scores for dietary knowledge in any group, although lecture-based method led to improvement for some detailed questions. In the experience-based group, subjects showed significant alteration of dietary behaviors, whereas lecture-based method showed alteration of dietary habits. CONCLUSIONS: These outcomes suggest that lecture-and experience-based methods led to differential improvement of students' dietary habits, behaviors, and knowledge. To obtain better nutritional education results, both lectures and experiential activities need to be considered.
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Humans , Education , Feeding Behavior , Learning , LectureABSTRACT
Background: Development in internet technology enables e-learning at the higher education level. We have developed the Internet PBL-Tutorial System/Rakuichi that allows multi-directional communication among participants with web-based bulletin boards. Although this system has been successful in medical education at the undergraduate level, we sought to encourage “readonly members” to participate more fully in the program. Methods: To this end, we compared the posting frequency among three strategies: (1) students and tutors had an off-site meeting to promote face-to-face communication during the course, (2) several classes were allowed to watch the discussion in other classes in the second half of the course, (3) three classes (5 – 6 students each) in one topic were combined into one class (16 students) in the second half. Results: No meaningful effects were observed for strategies (1) or (2). However, the posting frequency increased 50 % for strategy (3). Conclusion: Facilitation of communication among participants was achieved by increasing the number of student participants. We predicted that an optimal number of students in each class in internet-based PBL would be ~20 people.
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Journal Club education method is widely used in resident training in foreign countries.Its function in neurosurgery clinical training is gradually focused on.This method will promote the mastery of new concept,new method and new technique by the residents,help them to form good reading habit and improve their ability to solve actual clinical problems.The application of Journal Club education method in neurosurgery clinical training in our country may have positive influence on the standardized training of clinicians and the spreading of evidenced-based medicine.
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A lot of Chinese old medical books and good editions lost in China have been stored in Japan, and been preserved in the present age. Advanced classic studies had been done based on them until the end of<I>Edo</I> era. The research and the education method of acupuncture moxibustion have been systematized by introducing the modern medicine since the<I>Meiji</I> era. On the other hand, an extinction policy for the acupuncture moxibustion therapy was carried out in last part of<I>Qing dynasty</I>, and the Chinese acupuncture moxibustion was almost destroyed in early period of Republic of China. The Republic of China government was going to abolish Chinese medicine. However, Chinese traditional doctors did the opposition movement by quoting the Japanese results of research, and the Chinese medicine was continued to exist. The acupuncture moxibustion medicine and its education method which Cheng Dan-an introduced from Japan became the foundation that the Chinese acupuncture moxibustion studies revived after new China. New Chinese medicine formed by such a setting is brought to Japan again now. The past history ranges in the future history.
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This paper discussed multiple teaching methods used in classroom instruction which are used for Medicianl Chemistry Education of Preclinical Medicine Graduate Students,which were proved to be effective.
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The idea of evidence-based medicine(EBM) has brought profound changes to clinical medicine.During clinical medicine teaching,a new method should be used that is based on the nature of evidence-based medicine.All of this is required by the trend of the times and objective reality.
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The purpose of this study was to investigate the status of nutrition education at elementary schools. A total of 226 elementary school teachers within Changwon and Milyang city participated in this study . The results of this study are as follows. The average score on a test of nutrition knowledge was 4.40 out of 10, and teachers of Milyang districts type scored significantly higher on nutrition knowledge than teacher of Changwon rural and Milyang rural districts. Only 9.0% of the teachers had nutrition education training. 64.1% of th total had teaching experience in nutrition, 91.0% of that was being taught as a part of physical education and home economics. The information source for nutrition education was mainly guide books and magazine and newspaper articles. Current nutrition education was being taught mainly by lecture(85.0%) but the preferred methods of teaching in nutrition education were small group discussion(44.3%), role-playing(22.9%) and lecture(21.4%). Audio visuals aids were used by 45.5% of the teachers and the most common of them were VTR(43.1%) chart(22.4%) as preferred audio visuals aids of them were VTR(71.9%) adn actual model(14.1%).