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Objective:To explore the application effect of online teaching mode on nursing experimental course.Methods:A total of 615 students in 4 classes of the Batch 2017 nursing undergraduates completed learning tasks such as teaching videos, notifications and tests on the ChaoXing platform (hereinafter as "ChaoXing"). And they learned online and had interactive discussions through Zoom cloud meeting system (hereinafter as "Zoom"). Online questionnaires were conducted to collect feedback on classroom teaching effects. SPSS 25.0 was performed for statistical analysis.Results:Among all nursing students, 445 (76.72%) students rated the content of the experimental course with a score of 16 or above, 540 (93.11%) ones felt that the "course content integrity" was good, 439 (75.70%) ones felt that "they have enough time to understand the important and difficult knowledge", 432 (74.48%) ones thought that "this learning method is very interesting", and 181 (31.21%) ones believed that "compared to the traditional way, this kind of teaching method is preferred" and thought online teaching could effectively enhance the enthusiasm for learning at home. While, 185 (31.90%) students disagreed with those above because that the instability of the network affected the sense of class experience, the lack of molds at home and the simulated clinical environment affected the sense of participation, and the inconvenience of taking notes or without books, etc.Conclusion:The "ChaoXing + Zoom" teaching method has been applied to nursing experimental teaching and achieved good results, but it still needs to assist offline practice to consolidate operational knowledge and skills. This teaching method is worthy of popularization and application during the epidemic period.
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Pathology is a course combining theory with morphology,and the knowledge points in experimental teaching are difficult to understand.Our department combines case-based learning (CBL) with specimen teaching and discusses pathological experimental teaching from the aspects of case selection,case preparation,implementation methods for CBL,and related considerations.A comparative analysis of the experimental and theoretical results of 60 students showed that the introduction of CBL effectively promoted the students' enthusiasm for pathology learning,expanded their knowledge,and enhanced the abilities of self-study,teamwork,and language expression.CBL also consolidated the mastery of theoretical knowledge,increased academic performance,and improved the quality of teaching.
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There are many disadvantages in the traditional teaching of pharmacology experiment, so it is difficult to assess students' experimental skills and comprehensive levels. Based on the comprehen-siveness, fairness, objectivity and reciprocity, we put forward a test-system which contains experimental preparation oral, experimental skills, experimental records, experimental reports, design experiments, ordi-nary performance and final experiment theory exam, hoping to provide a reference for the establishment of a new pharmacology experiment course assessment system.
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After the characteristics and necessity of medical informatics experimental course were analyzed, the application of three-stage case teaching in medical informatics experimental course was described, and its steps and methods were explained with the teaching contents of hospital system module used in experimental course as an example. This teaching method can strengthen the knowledge the students have learned.
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In order to adapt to the requirements of modem medical knowledge and skills for higher medical workers,and to cultivate medical students' molecular medicine quality and comprehensive ability,Weifang Medical University broke the boundaries of disciplines and constructed experimental course group in molecular medicine based on the ideas of curriculum group construction.Molecular medical knowledge was integrated into the teaching process of experimental course group,experimental teaching content system was reasonably integrated and optimized,high quality teaching team was set up,multi-level experimental teaching platform was built and student-centered teaching mode was implemented to explore the experimental teaching approach which helped medical students to form systematic molecular medicine knowledge structure and ability structure.
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Experimental course for integrative life science curriculum is designed for medical students ,which integrates basic knowledge and skills of cellular biology,biochemistry,genetics,molec-ular biology,molecular genetics,and immunology disciplines. Tongji University School of Medicine start-ed to implement integration-based new curriculum system since 2010. This article discussed on teaching philosophy,teaching content,teaching methods,teaching team construction and explored the effect and significance of experimental course for integrative life science curriculum.
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ObjectiveTo aim at the deficiencies of existing assessment methods,and put forward ideas,methods and contents to reform experimental course assessment methods for undergraduates.MethodsAll of the fifth-grade preventive medicine undergraduates were divided into experimental group (n=34) and control group(n=31),reformed and conventional assessment methods were used in experimental group and control group respectively.The difference in attendance,experimental skill and reports were compared between two groups.ResultsAttendance,test scores and experimental skill scores of students in experimental group were significantly higher than that in control group and compared with the control group students (P＜0,05),the experimental group students' understanding on the experimental principle,phenomena and data analysis were better.ConclusionReformed assessment methods of experimental course has an improved effect on teaching for undergraduates.
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In order to urge students majoring in medicine to know the basic knowledge of organic chemistry experiment in less lessons, enhance their abilities of self-study and train their abilities to think and solve problems, we tried the "PBL teaching method" flexibly during the experimental course teaching of "Medical Organic Chemistry". The result was better than usual.
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Objective:To reform experimental course teaching methods of oral preventive medicine and elevate students ability of oral promotion and education.Methods:The reformed teaching methods was taken in Chongqing Medical University,The data were collected from 37 undergraduate dental students by the highly structured questionnaires.Then we assessed the effect and feasibility.Results:The innovation of teaching methods of oral preventive medicine obtained satisfactory achievement,the course upgraded the ability of oral health education for undergraduates.Conclusions:It was accorded with the trend of teaching innovation,and it was advantageous to increasing the comprehensive predisposition of undergraduate dental students.