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Objective:To explore the role of multimedia teaching based on post competency in practical teaching of pediatrics.Methods:A total of 64 pediatric interns received by our unit from January 2019 to October 2020 were studied and randomly divided into two groups. Traditional clinical teaching was used in the control group, and multimedia teaching based on post competency was used in the experimental group. The assessment results of pediatrics-related theoretical knowledge and practical skills, post competency and recognition of teaching were compared between the two groups before and after teaching. SPSS 26.0 was used for t-test and chi-square test. Results:After teaching, the examination results of the two groups of interns' pediatrics-related theoretical knowledge and practical operation skills were higher than those before teaching [(98.72±1.29) vs. (79.84±3.96), (97.94±2.17) vs. (70.22±4.17)], and the above results of the experimental group were higher than those of the control group [(98.72±1.29) vs. (90.22±3.46), (97.94±2.17) vs. (87.38±5.07)] ( P<0.05); the post competency scores of clinical diagnosis and treatment ability, clinical operation skills, self-learning and information technology, and medical humanistic quality of the two groups after teaching were higher than those before teaching, and the scores of the experimental group were higher than those of the control group ( P<0.05); the recognition rate of the teaching method in stimulating learning interest, improving learning effect, enhancing doctor-patient communication ability, rasing clinical thinking ability, and strenthening professional confidence in the experimental group was higher than that in the control group ( P<0.05). Conclusion:The application of multimedia teaching based on post competency in the practical teaching of pediatrics can not only improve the examination results and various aspects of post competency, but also be recognized by interns.
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Objective:To explore the effect of case three-dimensional teaching method (CTTM) combined with multimedia teaching on the practice teaching of liver infectious diseases.Methods:Twenty-five interns of liver infectious diseases received by The Second Hospital of Nanjing from May 2019 to January 2020 were taken as the control group, and 25 interns of liver infectious diseases received from February 2020 to October 2020 were taken as the observation group. The control group was given the conventional teaching mode including the conventional case teaching and the conventional multimedia teaching, while the observation group was given CTTM integrated with multimedia teaching method, and both groups were taught for 4 weeks. After teaching, the examination results of liver infectious disease related theory and practice, the changes of core competence before and after teaching, and the recognition of teaching were compared between the two groups. SPSS 25.0 was used for t test and chi-square test. Results:After teaching, the examination results of liver infectious disease related theory [(92.45±7.23) vs. (81.21±7.11)] and practice [(93.27±6.68) vs. (81.23±6.26)] in the observation group were higher than those in the control group. There was no significant difference in the scores of core competence between the two groups before teaching; after teaching, the scores of autonomous learning, problem analysis and solving, doctor-patient communication and teamwork ability of the two groups were higher than those before teaching, and the scores of observation group were significantly higher than those of the control group ( P<0.05). The recognition rates of interns in the observation group were higher than those in the control group in the improvement of learning initiative, the consolidation of theoretical knowledge, the enhancement of practical ability and the improvement of learning efficiency ( P<0.05). Conclusion:In the teaching of liver infectious disease interns, CTTM integrated with multimedia teaching method can not only improve the examination results, and enhance the core competence, but also improve the recognition of interns on the teaching mode.
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Objective To explore the application value of comparative imaging combined with multimedia teaching in the five-year undergraduate intemship teaching of nuclear medicine.Metbods 70 undergraduates internship in the nuclear medicine department of our hospital from June 2017 to February 2018 were divided into the control group and experimental group,35 in each group.The control group adopted traditional teaching method,and the experimental group adopted comparative imaging combined with multimedia teaching for internship teaching.The theoretical test scores,the evaluation of the self-perception of the teaching process and the teaching feedback of the two groups were compared.Results The theoretical test scores of the experimental group students were significantly higher than those of the control group,including the noun explanation [(26.60 ± 0.51) vs.(22.20 ± 0.58)],the short-answer question [(26.80 ± 0.37) vs.(22.40 ± 0.60)],the essay question [(36.00 ± 0.71) vs.(27.40 ± 1.03)] and total score [(92.40 ± 0.93) vs.(71.80 ± 0.37)].The satisfactions with the evaluation of the self-perception in the teaching process and the teaching feedback in the experimental group were also much better than those of the control group.Conclusion The application of comparative imaging combined with multimedia teaching in the practice teaching for undergraduate students in nuclear medicine could effectively improve the clinical practice teaching quality and actively promote the development of the teaching of nuclear medicine.
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Laboratory diagnosis is the main contents of diagnostics course for clinical majors,whose contents is too broad and too difficulty to understand.For this reason,the results of traditional teaching method are not satisfactory.Therefore,teaching and research section did an exploratory reform on experiment diagnosis teaching by clearly defining teaching contents,emphasizing clinical thinking way,reforming experimental teaching,adding multimedia to assist teaching and cultivating high quality teaching teams.As a result,the reform enhanced study interest of students,promoted teaching quality and effects greatly and achieved preliminary success.
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To raise the quality of pathology teaching and students' abilities of possessing knowl-edge,we reformed the teaching method. Applying information feedback between teachers and students in pathological teaching can effectively solve students' confusion and improve teacher's teaching quality. Stu-dents' interests and initiative in pathology learning were aroused and teachers' responsibilities were pro-moted by teaching reform,thus having satisfactory results were obtained.
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As a fundamental medical course,operative surgery is featured by basic skill acquirement and plenty of practice.The teaching method for operative surgery is different compared with that for other medical course.Personal digital assistant (PDA) was adopted to facilitate the teaching of the course and this was an innovation.By taking advantage of its multiple electronic functions and various application softwares,PDA was applied to arrange class schedule,show teaching demonstration,make action analysis and give feedback and incentives of both students and teachers.In this way,PDA was proved to be an effective educational media for teaching of operative surgery.
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Multimedia teaching was not often used in pediatric surgery teaching in department of pediatrics.We used multimedia courseware to assist teaching in clinical teaching for 2007 grade seven-year-program students in Chongqing medical university.Results showed that this method improved students' learning enthusiasm,initiative and interests and laid a good foundation for the smooth development of their clinical practice.
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To investigate the effect of the basic knowledge of chemistry teaching for preparatory international students,bilingual teaching based on Chinese-English languages and multimedia teaching,such flexible applications are carried out,which increases the students' listening,speaking,reading and writing skills in Chinese and helps them to adapt to the academic environment in China,and to master basic chemistry knowledge efficiently so that students can lay a good foundation for undergraduate program.
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Tooth bleaching has become a routine way of treating tooth staining. It is necessary to teach tooth bleaching in undergraduate education of Stomatology. The possibility of teaching bleaching was explored in our school and the teaching effects were assessed by questionnaires to undergraduate students of Stomatology in 2005 and 2006 degree after class. The outcomes indicated that a teaching mode of “3+3+2” made a positive effect on the teaching of tooth bleaching, combining with multimedia teaching,problem-based learning and bilingual teaching. The present article summed up the experience of teaching tooth whitening in undergraduate education of Stomatology and gave some advice for improving the quality of teaching.
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Currently, multimedia teaching plays a more and more important role in colleges.However, the negative effects of multimedia teaching have gradually revealed because of the neglection of its limitations. In this article, strategies were proposed from three different aspects against disadvantages of multimedia teaching in colleges in order to improve its role more effectively.
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At present, there is a relative shortage of multimedia classroom resources of medical schools. Yan'an Hospital of Kunming Medical College proposed the new model of teaching methods of portable multimedia classrooms composed of MP5. According to the teaching practice and the results from the questionnaire, it is approved by the teachers and students.
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This article introduced the development and application effect appraisal of Microbial Engineering CAI courseware for bio-engineering specialization. The courseware focuses on knowledge system integrity, content-rich and gives prominence to the key points. Pictures, animation and video, and audio effects are also utilized appropriately to achieving stimulate students interest in learning and then improve teaching and learning performance. The courseware concentrates on core content of the course, such as fermentation parameters detection and automatic control, and fermentation equipments. The courseware was manufactured using the Powerpoint software. Animation was established with Flash 4 software and the scanning pattern was edited using Adobe photoshop. And chapters of the courseware were composed and administrated using Courseware Master Software. A two-year survey showed that 85% of students satisfied with this courseware.
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In the current multimedia application of medical theory teaching there exist many problems such as infusion,relation estrangedness between teachers and students,the moral education marginalization,the abstract thinking ability attenuation and so on.Facing these problems,in the medical theory teaching,the multimedia application should take"help","reality","transfer"as the value pursue,and be located in the exaggeration atmosphere,the interest stimulation,induction inspiration,difficulty breakthrough,thought expansion and memory optimization,emotion cultivation and moral promotion.
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Objective To investigate differences of teaching effects between CAI method and traditional teaching method. Methods The performance records of material media were compared after the students of nursing specialty attended lectures with CAI method or traditional teaching method. Results Comparing CAI method with traditional teaching method, there are respective advantages. CAI method and traditional teaching method can not substitute each other. Conclusions Effect of teaching with combination of CAI method and traditional teaching method has more advantage than simple CAI method.
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This review was made to compare the multimedia teaching results with traditional teaching results in medical universities or colleges.Two kinds of opposite viewpoints appeared:the multimedia teaching results was better or worse than the latter.
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In higher education,adult English teaching is remarkably different from general English teaching.Years of teaching has made me understand some important means to motivate adult students,improve their study and English practice.Here I list three of these means:changing the learning attitude,teaching in accordance with aptitude and using the multimedia.
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The article analyses the protrudent problems in teaching foreign students and put forward some countermeasures.
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With the coming of information time,multi-media technology has been used in English teaching. This paper analyzes the application and problems of multimedia technology in medical English teaching,and points out that the combination of multimedia technology and traditional teaching method can improve the medical English teaching quality.
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Bilingual teaching is an novelty in neurosurgical teaching, and this article summarizes the authors' four-year experience on neurosurgical blingual teaching, also involving the problems they met and the ways to resolve them.
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Electronic multimedia teaching has expanded greatly in recent years. Teaching quality is closely relevant to the utilization of the electronic resource. There is a notablely rapid popularization of electronic entertainment equipment among college students during the past years. This trend can be used to assist college English teaching.