ABSTRACT
Objective:To investigate the application effect of case-based learning (CBL) combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of Diagnosis and Treatment Fundamentals. Methods:The cluster random sampling method was used to select the class of 2019 in the eight-year program and the class of 2020 in the five-year program, with the major of stomatology in Air Force Medical University. The 24 students in the observation group received CBL combined flipped classroom, and the 37 students in the control group received traditional teaching. The two groups were compared in terms of theoretical assessment score, classroom assessment score, comprehensive ability, self-learning ability, and degree of satisfaction with teaching. SPSS 22.0 was used for the t-test. Results:The observation group had a significantly higher theoretical assessment score than the control group [(74.88±3.46) vs. (71.89±4.45), P<0.05]. The observation group had significantly better scores of practical skill assessment than the control group ( P<0.05). Compared with the control group, the observation group had significantly better scores of comprehensive ability and self-learning ability ( P<0.05). The observation group had significantly better scores of satisfaction with teaching than the control group ( P<0.05). Conclusion:The application of CBL combined with flipped classroom in the teaching of experimental diagnostics in the integrated course of Diagnosis and Treatment Fundamentals can improve theoretical knowledge, practical skills, comprehensive quality, and satisfaction with teaching among students, and therefore, it holds promise for application in teaching.
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Objective:To explore the effect of scenario simulation teaching combined with flipped classroom teaching for nursing interns in the department of gastroenterology.Methods:A total of 40 undergraduate nurses of 2019 from the Department of Gastroenterology of Renji Hospital, Shanghai Jiao Tong University School of Medicine were selected as the control group, and 40 undergraduate nurses of 2020 were selected as the research group. The control group adopted the traditional clinical teaching mode, and the research group adopted the scenario simulation combined with flipped classroom teaching mode. After 3 months of clinical teaching, theoretical and nursing operational assessment were performed on the nurses, and questionnaire survey was used to evaluate the teaching effect of clinical nursing teaching and the satisfaction of teaching quality. SPSS 20.0 was used for t test and chi-square test. Results:The theoretical and nursing operation skills assessment scores of the research group were higher than those of the control group, and the difference was statistically significant ( P<0.001). The research group was significantly better than the control group in improving nursing operation skills, improving autonomous learning ability, improving nurse-patient communication ability, improving response ability, improving overall analysis ability, enhancing humanistic care awareness, cultivating team spirit, and cultivating clinical thinking ability( P<0.001). The satisfaction rate of the practice nurses in the study group with the scenario simulation combined with the flipped classroom teaching was 100.00%, and that in the control group with the traditional clinical teaching mode was 70.00%, with statistical significance ( P<0.001). Conclusion:Scenario simulation teaching combined with flipped classroom can improve the theoretical foundation and operational skills of practical nurses in the department of gastroenterology, and improve the clinical nursing teaching effect and satisfaction of practical nurses, which is worthy of application and promotion.
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Objective:To explore the application of flipped classroom teaching mode under the perspective of production oriented approach (POA) theory in orthopedic nursing teaching management.Methods:This study randomly enrolled 60 orthopedic clinical nursing interns from August 2018 to August 2019. They were randomly divided into control group (traditional teaching) and observation group (flipped classroom teaching under the perspective of POA theory), with 30 cases in each group. The out-department assessment results, error statistics of practice assessment, qualification rate of out-department assessment and the evaluation on teachers were compared between the two groups. SPSS 19.0 was used for chi-square test and t test. Results:When the interns leaving the department, the total scores of theoretical knowledge, nursing practice and assessment were higher than those before department admission, which were higher in observation group than in control group ( P<0.05). The scores of learning new knowledge, summarizing ability and clinical thinking ability in observation group were higher than those in control group ( P<0.05). The error rates such as unskilled physical examination and poor concept of aseptic debridement in observation group were lower than those in control group ( P<0.05). The satisfaction of interns with teachers' theoretical teaching ability, practical skill level and teaching attitude in observation group was higher than that in control group ( P<0.05). Conclusion:Flipped classroom teaching under the perspective of POA theory is beneficial to improve out-department assessment results and learning ability of orthopedics students, reduce physical examination and debridement errors in practice assessment, and improve higher satisfaction with teachers.
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Objective To improve the teaching effects of medical image processing.Methods Teaching content was reformed considering the problems encountered during clinical practice and research. Modern teaching methods such as problem-based learning and flipped classroom were adopted. In addition, professors from world famous Universities were invited to teach lessons.A website was also built for this course.Moreover,the students were encouraged to participate in after-class research.Finally,a new practice-based teaching mode with characteristic content and modern methods was developed.By adopting information technology,all-round students could be gifted with international vision.Results The students'interest was stimulated and their problem solving skills were improved.Conclusion The teaching effects of medical image processing can be largely improved by research,so that the students can not only master the course content well but also develop skills to solve practical problems.
ABSTRACT
Oncology is extensive in contents,covering a wide range of organs,systems and clinical specialties.Here,we discuss the feasibility and necessity of flipping the classroom teaching through the introduction of Oncology and through the implementation of flip classroom teaching for oncology graduate students,this paper analyzes the evaluation of the classroom teaching by the teachers and students,and compares the assessment results of students under different teaching methods.The results show that the flipped class can promote students' initiative learning,promote students' classroom participation,and help students to internalize and consolidate their knowledge of oncology in the theoretical teaching of graduate oncology.