A survey of learning satisfaction on the organ-system-based teaching model among medical students / 中华医学教育探索杂志

To understand the learning satisfaction on the organ-system-based teaching model among medical students,the questionnaire on the model was designed referring to the actual situation,and the learning satisfaction was evaluated by questionnaire among all the students of excellent clinical medicine class in Chongqing Medical University.Questionnaire survey of learning satisfaction showed that most of the medical students thought highly of the teaching model and they had more harvest.The satisfaction scores of curriculum arrangement,classroom teaching,teachers and teaching material were relatively high.They agreed with the school to carry out the reform.Medical schools should not only fully sum up the achievements of organ-system-based teaching model,but also pay more attention to draw on the advanced experiences both at home and abroad.It should put emphasis on compiling teaching materials of integrated curriculum,strengthening the teaching staff construction,constructing the teaching organization of integrated curriculums,training students' clinical practice ability,as well as cultivating students' autonomous learning ability,to improve learning satisfaction and teaching quality.

"Application of internet+continuing nursing education teaching method""flipped classroom""" / 中国实用护理杂志

Objective To explore the effect of internet + continuing nursing education teaching methodflipped classroomin the teaching of Assessment of Consciousness among junior nurses. Methods A total of 98 nurses who have graduated within two years in the third hospital of Mianyang city in Sichuan province were selected and divided into experimental group and control group by random digits table method with 49 nurses each. The experimental group used flipped classroom teaching method and the control group used the traditional teaching method. After the training, the scores of examination and nurses′ learning satisfaction were analyzed and compared. Results The scores of nurses′ learning satisfaction in the experimental group was (100.35 ± 12.21) points, learning process, learning content, learning result, learning environment, interpersonal relationship of the dimensions were (26.85 ± 3.38), (22.02±3.07), (20.90±3.15), (17.19±2.50), (13.40±1.51) points. The scores of nurses′learning satisfaction in the control group was (86.00±11.63) points, learning process, learning content, learning result, learning environment, interpersonal relationship of the dimensions were (23.63±2.81), (19.67±3.06), (17.76±3.32), (15.20±2.46), (9.74±2.74) points. There were statistical differences between two groups(t=3.46-7.97, all P=0.000). The score of nurses′examination in the experimental group was (78.19±6.11) points,the score of nurses′ examination in the control group was (49.64 ± 14.42) points, and there was statistical difference between two groups(t=10.19, P=0.000). Conclusions Internet+continuing nursing education teaching methodflipped classroomcan improve junior nurses′learning satisfaction and the effect of the training, worthy of further promotion.

Factors Influencing Learning Satisfaction of Migrant Workers in Korea with E-learning-Based Occupational Safety and Health Education

BACKGROUND: E-learning-based programs have recently been introduced to the occupational safety and health (OSH) education for migrant workers in Korea. The purpose of this study was to investigate how the factors related to migrant workers' backgrounds and the instructional design affect the migrant workers' satisfaction with e-learning-based OSH education. METHODS: The data were collected from the surveys of 300 migrant workers who had participated in an OSH education program. Independent sample t test and one-way analysis of variance were conducted to examine differences in the degree of learning satisfaction using background variables. In addition, correlation analysis and multiple regression analysis were conducted to examine relationships between the instructional design variables and the degree of learning satisfaction. RESULTS: There was no significant difference in the degree of learning satisfaction by gender, age, level of education, number of employees, or type of occupation, except for nationality. Among the instructional design variables, "learning content" (beta = 0.344, p < 0.001) affected the degree of learning satisfaction most significantly, followed by "motivation to learn" (beta = 0.293, p < 0.001), "interactions with learners and instructors" (beta = 0.149, p < 0.01), and "previous experience related to e-learning" (beta = 0.095, p < 0.05). "Learning environment" had no significant influence on the degree of learning satisfaction. CONCLUSION: E-learning-based OSH education for migrant workers may be an effective way to increase their safety knowledge and behavior if the accuracy, credibility, and novelty of learning content; strategies to promote learners' motivation to learn; and interactions with learners and instructors are systematically applied during the development and implementation of e-learning programs.

The Effects of Case-Based Learning (CBL) on Learning Motivation and Learning Satisfaction of Nursing Students in a Human Physiology Course

PURPOSE: The purpose of this study was to investigate the effects of case-based learning (CBL) on learning motivation and learning satisfaction of nursing students in a human physiology course. METHODS: The development and application of CBL scenarios was conducted from February to June, 2013. Nursing students (n=142) who registered for a human physiology course were assigned into either a control or CLB group. The control group received traditional lectures for 14 weeks. The CBL group received the same 14-week lectures and an additional 5 CBL sessions. The learning motivation and satisfaction were measured by questionnaires at the beginning and the end of the semester. Seven students in the CBL group were randomly selected for a focus-group interview. Quantitative data were analyzed by chi2-test and t-test, and qualitative data were analyzed by content analysis. RESULTS: The learning motivation and learning satisfaction were not significantly different between the two groups. However, 59% of the CBL group answered with a positive impression on the CBL approach as it helped them to feel a sense of achievement, excitement, to form their identity as nursing students, and so on. CONCLUSION: These findings suggest that the CBL could be a challenging but useful learning method in a physiology course for nursing students. Further studies with guidance, such as instructors' questions and feedback design are needed to utilize CBL more effectively.

Investigation of nurses′learning motivation and learning satisfaction with continued education and the influencing factors / 现代临床护理

Objective To investigate nurses′ learning motivation and learning satisfaction with continued education and analyze its influencing factors. Method One hundred and seventy-nine nurses were enrolled in the survey and the general information questionnaire, education participation scale and continuing education learning satisfaction scale were used in the investigation. Results The average score by nursing education participation scale was (3.26 ± 0.59), and that of continuing education learning satisfaction scale was (2.74 ± 0.48). There were statistically significant differences in age, length of employment, professional title, marital status, employment mode between the scores by the two scales (P < 0.01). Conclusions Nurses′ learning motivation and learning satisfaction with continuing education are in the medium level. Pertinent guidance such as bringing continuing education in depth and width is suggested to improve satisfaction and motivations of nurses.

Learning Satisfaction in Public Health Education with Student Participation / 医学教育

Social needs have prompted the development of new teaching methods in which active learning by students is emphasized. Public health education with student participation was introduced in a nursing school. A self-evaluation survey found that students considered these public health lectures good or excellent and were interested in public health and community health nursing. We conducted an analysis with covariance analysis of linear structural equations procedure using SAS statistical software to clarify a relationships among readiness of students, their learning types, and learning satisfaction in public health. A multiple indicator multiple cause model showed that learning satisfaction was associated with readiness for interest in public health, and learning type for self-directed learning. Students satisfied with student-centered public health education felt discouraged about nursing education. Our results suggest that teachers should develop the ability to communicate with students about dissatisfaction in nursing school and to support self-directed learning and tutor-assisted learning in small groups.