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Objective:To evaluate the teaching effectiveness of independent experimental design from students' active learning behavior, and further provide the basis for advancing the reform of functional experimental teaching and teaching quality.Methods:In June 2019, 186 undergraduates (5-year-programme and 8-year-programme) of Xiangya School of Medicine were included in the teaching research. Self-administered questionnaires were applied to characterize students' active learning behavior in independent experimental design education. Spearman rank correlation analysis and Logistic regression analysis were used in the study. SPSS 23.0 was used for descriptive analysis of the data.Results:During the independent experimental design, 85.0%(158/186) of the students thought it was necessary and important to conduct independent experimental design education; 72.6%(135/186) of the students tentatively raised new scientific questions; 97.8%(182/186) of the students actively searched literature; 77.4%(144/186) of the students participated in reply positively. The value of correlation coefficient of actively learning behavior "tentatively raising new science questions" and teaching effectiveness "improving the ability of scientific thinking" was 0.81. And only 42.5%(79/186) of the students agreed that students needed to summarize after reporting.Conclusion:Independent experimental design education is welcomed and widely accepted by students, which has effectively improved the capacity for scientific research and innovation spirit of students. Whether students' active learning behavior can be fully mobilized in the education practice is closely related to the teaching effect. And the cultivation of leadership and leading consciousness still need to be improved.
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Objective:To analyze the online learning behaviors and learning results of students under different teaching modes with different learning motivations, and to provide a reference for optimizing the development of online teaching.Methods:Samples of students taking the physiology small private online course (SPOC) in 2019 and 2020, and students taking the massive open online courses (MOOC) in the same year were selected in the study to discuss the differences in learning behaviors of students under different teaching modes and learning effects on students with different learning motivations. The online learning behaviors of students were analyzed based on their learning engagement, interactive behavior and learning motivation. SPSS 25.0 was used to analyze the data with statistical methods such as function calculation, frequency statistics, regression analysis, rank sum test, correlation test and chi-square test.Results:The learning participation level ( z=14.36, P<0.001), and the human-machine and interpersonal learning interaction level ( z=-11.70, -16.18, both P<0.001) of SPOC learners in 2020 were higher than those in 2019. The overall interactive level was moderately correlated with performances of students ( r=0.42, 0.52, both P<0.001), and the correlation between interpersonal behavior and grades was much more stronger ( r=0.60, 0.55, both P<0.001). The performance composition of SPOC and MOOC learners in 2019 was completely different ( χ2=857.45, P<0.001). The learning effect of externally motivated students was significantly better than that of internally motivated students ( z=-28.42, P<0.001). Conclusion:The teaching mode adopted by the school can affect the learning effect by influencing the students' online learning engagement and interactive behavior. Besides, students' own learning motivation also plays a key role in their academic performance.
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Objective:To analyze students' learning behavior in the teaching practice of the presentation-assimilation-discussion (PAD) class based on Xuexitong platform.Methods:The PAD class based on Xuexitong platform was applied to the course of child and adolescent health in the specialty of preventive medicine. And the data were collected from the platform to analyze students' learning behavior, including the number of visits and its rules, the completion rate and duration of homework submission, the completion rate of task points, and the number of students participating in discussions. Questionnaires were used to investigate students' evaluation of the learning effect. SPSS 17.0 was used for Mann-Whitney U test, Kruskal Wallis H, and Chi-square test. Results:A total of 99 students visited the platform 40 322 times over 84 days, with a peak on the day of the discussion class, with the highest number of visits from 16:00 to 20:00, and 29.3% (29/99) of them visited the platform for less than 40 days. The completion rate of homework submission was 98.0% (582/594), with 31.1% (181/582) of the person-times less than 6 hours of homework submission duration. The completion rate of task points was 99.0% (3 919/3 960), and the number of students participating in discussions was 3 (2,7). In total, 86.9% to 90.9% of the students thought that the five aspects of learning effect were partly or basically achieved.Conclusion:Students' learning behavior is good on the whole, but their participation in discussion is few, and some of them learn passively, which needs to be further improved.
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Objective:To evaluate the application effect of task-based teaching combined with formative evaluation in the teaching of Nursing Research. Methods:A total of 56 nursing students from Batch 2016 were selected as the research objects. The task-based teaching method and formative evaluation were applied in the teaching of Nursing Research to guide the students to participate in and complete the whole nursing research process. The changes of students' autonomous learning ability, learning behavior and innovation ability before and after the course were investigated by questionnaires, so as to evaluate the teaching effect. SPSS 24.0 was used for t test and chi-square test. Results:There were significant differences in the scores of students' independent learning ability before the course (90.43±9.45) and that after the course (94.73±9.64) ( t=-11.87, P<0.05), especially in the aspects of information ability, learning and cooperation ability ( P<0.05). There were significant differences in the score of students' innovation ability before the course (73.64±10.12) and that after the course (77.34±12.31) ( t=-3.05, P<0.05), especially in the aspects of innovative thinking ability and innovative practice ability ( P<0.05). In addition, the students' learning behavior also changed significantly, which was manifested in the increased action of preview, review and questioning. Conclusion:Task-based teaching method combined with formative evaluation can improve students' autonomous learning ability, learning behavior and innovation ability.
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Objective:To develop a learning scale of scientific methods for medical students and to evaluate the reliability and validity of the scale.Methods:Based on the principles of planned behavior theory, the original scale was developed through literature analysis, pre-interview and experts' consultation. A preliminary survey was conducted among 105 medical undergraduates with random cluster sampling, and the primary scale was formed by exploratory factor analysis. Then, 851 undergraduates were selected as the objects of formal survey, and the formal scale was finally determined by the reliability and validity evaluation and confirmatory factor analysis. SPSS 22.0 and AMOS 22.0 softwares were used for statistical analysis of the measurement data.Results:The formal scale was composed of 5 latent variables, 9 observed variables and 51 items. The overall Cronbach’s α coefficient and the overall retest reliability were 0.97 and 0.89, respectively. Composite reliability and KMO values of each latent variable were more than 0.80, and the values of average variance extraction were over 0.50. The fitness test ( P=0.155) showed acceptable fitting quality with the main fit indices of χ2/ df=1.41, RMR=0.04, RMSEA=0.02, etc. Conclusion:The learning scale of scientific methods shows satisfactory reliability, validity and fitness, which can be applied as a measuring tool to evaluate the learning behavior of scientific methods for medical students.
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Objective:To explore the potential categories and influencing factors of online learning behavior in Junior college nursing students in post epidemic era.Methods:A total of 978 nursing students from Heilongjiang Nursing College in December 2021 were investigated by the general information questionnaire, Online Learning Behavior Scale, Online Learning Self-Efficacy Scale, Proactive Personality Scale and Online Learning Attitude Scale. The latent profile analysis and ordered multi-classification Logistic regression analyses were applied to identify the factors associated with the potential categories of online learning behavior.Results:The online learning behavior of nursing students were divided into 3 categories: outstanding(12.68%, 124/978), good(75.66%,740/978)and mediocrity(11.66%, 114/978). Gender, online learning self-efficacy, proactive personality and online learning attitude were predictors that influence the classification of potential profiles of online learning behavior in nursing students( P<0.05). Conclusions:There are 3 potential categories of online learning behavior in nursing students, and nursing educators should pay attention to the characteristics of online learning behaviors of different nursing students and take various effective measures to improve online learning behaviors of nursing students.
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Mobile learning behaviors are the greatly concerned hotspot in educational field.However, the specific mobile learning behaviors of university undergraduates are not subdivided in the current researches.The mobile learning behavior data of university undergraduates in different learning circumstances were recorded by literature survey, interview and questionnaire investigation, the characteristics of mobile learning behaviors were subdivided and analyzed in order to help them work out their strategy for mobile learning in different learning circumstances, which showed that the frequency of intelligent mobile learning was higher than that of traditional mobile learning in specific academic activities (academic exchange, self learning, academic sharing, transmission and search), and that the new generation of digital young people showed their preference to mobile learning due to its advantage of convenience while the disadvantage of its function and operation limited its persistent use.It is thus the hope of university undergraduates, especially medical undergraduates, to develop more devices and tools that are convenient for their mobile learning by making use of the advantages of intelligent mobile terminal and traditional terminals.
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Objective The study discussed the underlying mechanism of the impact of perceived social support on individual learning behavior from the perspective of the psychosocial impact theory .Methods 224 students majored in public management were involved ,and the dada was collected by questionnaires ,then the conceptual model was tested by moderate effect sequence of statistical analysis .Results The findings were as follows :Firstly ,perceived social support had a significant effect on individual learning behavior (β=0 .332 ,P<0 .01) .Secondly ,the relationship between perceived social support and individual learning behavior was moderated by self efficacy (β= -0 .216 ,P<0 .01) .Conclusion Perceived social support and self efficacy have moderate effect on individual learning behavior .
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Introduction: National License Examination (NLE) is organized by the Consortium of Thai Medical Schools to assess the competency of medical students. Part I-NLE involves an evaluation of basic science knowledge. Our objective was to evaluate factors associated with the results of part-I NLE. Methods: Learning attitude and behavior, preparation for and attitude towards the NLE were surveyed by a questionnaire given to all third to fifth year students (in 2010) at the institution. Additional data collected were: gender, admission and aptitude tests scores, cumulative grade point average (GPA) during the first two years, and the results of part-I NLE. Association of these factors and the results of the examination were studied. Results: Mean age of 206 participants was 21.1 + 0.74 years. 55% were female 45% male. Mean aptitude and admission scores were 18.9 + 2.64 and 51.4 ± 8.75, respectively while mean of GPA was 3.0 ± 0.33. From the questionnaire: mean scores of learning behavior, preparation and attitude towards the NLE were 3.3 ± 0.40, 3.1 ± 0.57, and 3.3 ± 0.61, respectively. There were174/ 206 students who passed the NLE. Factors significantly associated with achievement were: good GPA > 3.0, good learning behaviors (score > 3.0), and good preparation for the examination (score > 3.2). Conclusions: Recent academic effort and performance (represented as GPA and behaviors in learning and preparation for the examination) were more important than remote academic background (represented as aptitude and admission scores).Medical teachers should stimulate students to have continuous effort in learning and preparation for the examination.
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Objective: The research aims at examining the reliability and validity of the self-designed English Self-efficacy Questionnaires(ESEQ).Methods: It was conducted with 669(501,168) non-English major college students as its subjects.Results: ①ESEQ consisted of 17 items and two sub-questionnaires: English learning behavior efficacy(ESEQ1),English learning ability efficacy(ESEQ2).②ESEQ,ESEQ1 and ESEQ2 all reached a set standard of reliability and validity.③English self-efficacy of female students was remarkably higher than that of their male counterparts(P
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It has been demonstrated that in utero ethanol(EtOH) exposure induces hyperactive behavior and learning disturbances in offspring. In order to investigate the effects of docosahexaenoic acid(DHA) on these neurobehavioral dysfunctions of rat pups induced by in utero EtOH exposure, pregnant Wistar rats were divided into four treatment groups depending on the type of oil added to the diet and drinking water as follows; (a)5% safflower oil with tap water(TW/n−6), (b)3% safflower oil and 2% DHA with tap water(TW/n−3), (c)5% safflower oil with 10%−EtOH(ET/n−6), (d)3% safflower oil and 2% DHA with 10%−EtOH(ET/n−3) at gestational day (GD)7. 10%−EtOH was administered to dams in ET/n−6 and ET/n−3 groups from GD 7 to the pups’ weaning(postnatal week 4), and all pups were fed with the same diet that was given to their dams during the entire examination period. The open−field test and the water E−maze test were conducted for all pups, and a spontaneous motor activity test and the Sidman electric shock avoidance test were performed for some of male pups. Amounts of monoamine metabolites in striatum were then determined, and fatty acid analyses of total brain lipids were performed. The male pups in the ET/n−6 group showed significantly more rearing and square−crossing movements in the open−field test, and significanrly higher spontaneous motor activity during the dark period in the daily cycle compared to the males in the TW/n−6 group. The male pups in the ET/n−3 group showed fewer of these behaviors in the open−field test compared to the ET/n−6 group males, and a normal pattern of spontaneous motor activity. Learning disturbance induced by in utero EtOH exposure was not observed in the E−shaped water maze, but was observed in the avoidance rates in the Sidman electric shock avoidance test. However, there was no significant modifying effect of DHA on the avoidance rates in EtOH exposed pups. The analysis of the fatty acid composition of total lipids in the brains of the pups revealed high levels of DHA in the diet reflected an increased level of brain DHA and caused a decreased level of the brain arachidonic acid. Retroconversion from DHA to eicosapentaenoic acid was also observed. However, there was no significant effect of DHA on the levels of monoamine metabolites. These results support the hypothesis that DHA can counteract the attention deficit hyperactivity disorder.