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Objective:To explore application of blended learning mode in the teaching of the general theory of surgery.Methods:Clinical undergraduates from Batch 2015 and Batch 2016 of Medical College of Hunan University of Medicine were taken as participants. One teaching class of Batch 2015 was selected as control group ( n=117), and the traditional teaching method was adopted; one teaching class from Batch 2016 was selected as experimental group ( n=115), and the blended learning model was adopted. The results of two groups' process assessment and final assessment were compared. A questionnaire was conducted among the clinical undergraduates of Batch 2016 who practiced blended learning to evaluate their satisfaction with this learning mode. SPSS 22.0 was used for t test. Results:The experimental group was significantly better than the control group in process assessment and final assessment results [(93.65±3.71) vs. (91.46±5.63); (68.36±8.14) vs. (64.94±8.98)]. The analysis of the questionnaire survey showed that students had a high satisfaction with the blended learning mode, and their approval rate reached over 90%.Conclusion:In the teaching process of clinical course of general theory of surgery, blended learning mode is highly recognized by students, which can significantly improve students' independent learning ability and interest, simultaneously increase students' classroom participation and teacher-student interaction, and finally improve students' professional overall qualities and critical thinking.
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Objective:To evaluate the effectiveness of the course of Laboratory Medicine and Clinical Sciences in the Laboratory Medicine Faculty of Sun Yat-sen University. Methods:Twenty-four undergraduate students in Batch 2016 of Medical Laboratory Faculty were divided into small groups (4-6 students per group). They learned each case in groups before class. In the first session of each class, the case-based study (CBS) tutor would randomly assign case-related questions to the students. Students were required to present their answers in class. The CBS tutor would guide the students to discuss the case further. In the second session, a lecture associated with the case would be given by a special subject lecturer. After the course, students, tutors and lecturers were given questionnaires and were randomly interviewed to comprehensively understand the course's effectiveness. SPSS 19.0 was used for statistics.Results:Most case discussion tutors agreed that they could guide students to discuss clinical cases well in class and give comments according to students' presentations (93.75%, 15/16). Most of the lecturers agreed that they could well guide students to think about the relationship between laboratory and clinical diagnosis and treatment in class (91.67%, 11/12). Both teachers and students had very positive evaluations of the learning mode, learning content, inspiration to students, and teachers' ability of this course. All the teachers and students agreed that the learning mode of combining CBS with special subject lecture was more helpful for the students to systematically learn medical knowledge compared with a CBS session alone or a lecture alone.Conclusion:The course, Laboratory Medicine and Clinical Sciences, which combines the CBS with the traditional lecture mode, integrates the advantages of the two learning modes. It not only stimulates students' enthusiasm for active learning, deepens clinical knowledge memory, and builds a clinical thinking model, but also enriches the teaching modes of medical laboratory education.
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Objective Based on small private online course (SPOC), the flipped classroom that integrates various teaching models can combine the advantages of different methods, which needs to be further discussed and practiced in the university classroom, especially in medical education. Methods This study took two classes of grade three majoring in clinical medicine as targets to apply the team-based learning and flipped classroom based on SPOC in the course of diseases screening for preventive medicine. We prepared teaching video, proposed questions, assigned student discussions, and carried out online communications before the classes. During the classes, we organized small tests, and applied team-based reports, discussions and teachers' evaluation. The responses of students were collected by questionnaires after the classes. We evaluated the teaching effectiveness basing on questionnaire results. Chi-square test and Fisher exact test were performed in the analysis of impact factors on students' preferred learning mode. Results We received 81 effective questionnaires. A total of 75.31％ students (61/81) thought the blended learning mode was interesting. Majority (93.83％, 76/81) of them believed this type of learning was helpful to understand the concept. Comparing with traditional classroom, students who felt interesting were more likely to choose the blended learning mode, and the difference was of statistical significance ( χ2=6.01, P=0.028). Students who felt helpful and spent less time in preparation preferred the blended learning mode. Conclusion Blended learning mode avoids many disadvantages of traditional classroom and can improve learners' interest, motivation and sense of participation, providing an effective way to improve the quality of medical education.
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Objective:To understand the implementation of learning mode of "College in Hospital", and ex-plore the new ideas of vocational education, in order to provide reference basis for enriching talent training mode. Method:Since the fourth semester of February 2016 , nursing specialty of Shandong Medical College sent nursing students to cooperation hospital for the study of nursing professional courses, including hospital classroom learning and beside study of clinical department. It adopted the way of classroom learning in the morning and clinical clerk-ship in the afternoon, and achieved that theoretical learning and clinical operation were seamlessly linked, the two sides jointly constructed a teaching plan, the teaching process was interconnected timely, evaluation methods was innovated and process evaluation and summative assessment modes were adopted. Result: The"College in Hospi-tal" learning mode was conducive to the improvement of nursing students' learning efficiency, and really achieved professional and industry, occupation post docking, professional courses and professional standard docking, the teaching process and the production process docking, academic certificate and occupation qualification certificate docking and vocational education and lifelong learning docking. Conclusion:The learning mode has achieved re-markable results, with demonstration and promotion value.
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Guided by constructivism, the researchers explored the net?based autonomous learning mode of postgraduate English, and built up “the six?section learning mode”, which has been applied and tested in teaching practice. In consequence, the conclu?sion arrived.
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Objective:To evaluate the effects of problem-based learning(PBL)mode in the clinical pharmacist teacher training. Methods:The specific implementation content,process and organizational methods of PBL mode were introduced in the clinical pharmacist teacher training. Results:Through the scientific analysis on the student marks,the results showed that the theoretical test scores of the students were increased by average 30 points when compared with those before the training,and the average score of clinical practice was more than 85 points. The achievement fully reflected the significant effect of PBL teaching courses and the reasonable design of teaching plan. Conclusion:The first application of PBL mode in the clinical pharmacist teacher training was welcomed by all the students. The teaching method not only improves the purpose and funny of learning,but also allows students to explore a targeted manner and apply theoretical knowledge in order to improve the analysis and problem-solving skills,and obtain more systematic and solid theoretical knowledge to closely integrate with the clinical needs, therefore,PBL mode is worthy of promotion.
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We applied a new teaching mode,combining problem-based learning (PBL) with extended teaching in clinical internship and case discussion,in order to adapt to the new situation in infectious diseases.The teaching efficacy was evaluated by questionnaire and classroom effect.The results showed that the new mode cultivated the students' self-learning ability and broadened their professional perspective.