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In the online teaching of Biochemistry course, a variety of network resource platforms (such as Zhihuishu learning network, teleconference, WeChat, QQ, etc) were used to establish a learning community. The teaching content and teaching plan were carefully designed and implemented, enriching the knowledge system of the learning community. And then blending teaching was performed through the combination of live broadcasting and online interaction. In addition to teaching students the basic knowledge of biochemistry, it is also combined with clinical cases and life examples to interact and discuss with students in various forms, giving full play to the advantages of learning community and improving the quality and effect of online learning.
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Objective:To explore the effect of the 3D printed model assisted network teaching of neurosurgery.Methods:Seventy-six probation students were divided into: 3D printed model assisted online course teaching group (test group) and traditional teaching group (control group). After 1-month online teaching, quantitative assessment and satisfaction survey were carried out. SPSS 17.0 was used for statistical analysis of variance.Results:The department graduation test (theory and operation) scores of students in the test group were (86.7±7.4) points, which was significantly higher than those in the control group (78.2±8.2) points ( t=5.56, P<0.01). The teaching satisfaction survey showed that the test group had significantly higher scores in self-evaluation of spatial imagination ( t=3.81, P<0.01), deepening understanding of neuroanatomy ( t=5.29, P<0.01), and increasing interest in clinical learning ( t=5.12, P<0.01) than those of the control group. Conclusion:Compared with the conventional online teaching methods, 3D printed model assisted online teaching helps to improve teaching quality and students' satisfaction.
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In order to improve the learning enthusiasm and initiative of residents, researchers developed the multimedia courseware combined with network teaching mode after repeated exploration and practice. The relevant knowledge of neurology was arranged into several topics, a series of multimedia courseware were formulated, and recorded courses and live courses were made. Through the practice, this new teaching mode has won unanimous praise from residents for its high efficiency, easy operation and flexibility.
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Objective:To explore the application and effect of mixed teaching based on Blackboard network teaching platform in basic chemistry teaching.Methods:The study included in 240 undergraduate students majoring in clinical medicine of Batch 2018 as the research subjects, and they were divided into the experimental group and the control group, with 120 students in each group. The control group was taught by the traditional teaching mode, and the experimental group was taught by mixed teaching method based on the Blackboard network teaching platform. A unified test was conducted for both groups of students. At the end of the course, a questionnaire survey was conducted among the students in the experimental group. SPSS 13.0 was used to process the data and independent sample t-test was performed. Results:The overall scores of the experimental group [(76.45 ± 2.62) points] were higher than those of the control group [(65.38 ± 3.09) points], with statistical significance ( t = 19.472, P < 0.001). The experimental group's satisfaction with the mixed teaching method was more than 75%. Conclusion:The mixed teaching method based on Blackboard network teaching platform is helpful to improve the quality and effect of basic chemistry teaching, and improve students' autonomous learning ability.
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Poor experience of teacher-student interaction and low user loyalty exist in MOOC (massive open online courses).Therefore,the campus open online courses (COOC),a network teaching platform,was developed to integrate traditional classroom teaching and network teaching and to build an online-offline curriculum system according to professional training scheme of school.The online-offline teaching design and learning evaluation in COOC platform was also developed.The running data of COOC platform showed that the online-offline learning evaluation model has guiding impact on students' learning attitude because it can record the students' learning process and learning effect,which can enhance students' active participation in self-directed learning.The learning evaluation model in COOC is objective and scientific,which is helpful to improve the quality of teaching and learning.
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Objective To explore the application effects of three-dimensional teaching mode for clinical anesthesiology. Methods 43 students were selected into control group, who were from class one, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. 42 students were selected into observation group, who were from class two, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. The traditional teaching mode were used for the students in control group during the teaching of clinical anesthesiology, while three-dimensional teaching mode were used for the students in observation group during the teaching. At the end of teaching, the teaching results were compared between the control group and the observation group, mainly including the usual scores evaluated from an anaesthesia plan plus an anaesthesia case discussion, and the final scores. The teaching satisfaction questionnaire were used to assess the effects of two teaching methods on the students' interest in learning, the capacity of clin-ical practice, the abilities of exploring, analyzing and solving problems, etc. SPSS 17.0 software was used in statistical analysis. The students' teaching results were tested by using two independent samples t-test. The satisfactions of these teaching effects were tested by using the Chi-square test. Results The usual and final scores in the observation group were significantly higher than those in the control group [(88.1±5.1) vs. (75.3±4.2), (82.1±3.3) vs. (75.7±3.9); P<0.05]. Compared with the control group, the satisfactions of teaching effects in the observation group were higher such as to stimulate interest in learning (60.5% vs. 90.5%), to improve the abilities of self-study (30.2% vs. 83.3%) and clinical practice (51.2% vs. 85.7%), to widen the scope of knowledge (46.5% vs. 88.1%) and to cultivate the spirits of innovation (55.8% vs. 83.3%), etc (P<0.05). Conclusion During the teaching of clinical anesthesiology, the three-dimensional teaching mode has more advantages than the traditional one, which is good for improving the students' innovation and practice abilities.
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The article proposes the construction of network course of Chinese Medicine Preparation Analysis based on Black Board network teaching platform. It states the construction of teaching contents, the implementation of Case-Based Learning, the assistant of practical teaching and the formative evaluation. And it is helpful to improve the quality of classroom teaching, stimulate students self-regulated learning, expand their knowledge, improve their practical ability and innovative consciousness.
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With the rapid development of network communication, the traditional teaching mode of infectious diseases can not meet the needs of new age. Network teaching has been paid more and more attention, showing the incomparable advantages of traditional teaching.
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This paper analyzes the factors that affect students' autonomous learning from the aspects of teaching interaction,the binding force of curriculum to students,the application of network and electronic products.On the basis of this,we put forward that taking the molecular biology course of biotechnology major and bio-pharmacy Major as a teaching reform template in our university,and based on the network teaching platform of molecular biology,adopt flipped classroom as the main form to improve students' autonomous learning ability,and promote their ability of lifelong learning,so that they can adapt to the development of pharmaceutical biotechnology industry.
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Objective:To compare student satisfaction from nutrition experiment teaching between different questionnaire ways. Methods:The questionnaire survey and network survey were conducted after the teaching method was applied to experiment teaching of preventive medicine specialty.Results:There was no significant difference about student satisfaction scores between two ways. Conclusion:Network questionnaire can be used to make the teaching satisfaction survey based on network teaching platform.
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Objective To investigate the effect of the courses of image diagnostics on clinical pro-bation period via the combination of PBL and multimedia network teaching model. Methods 126 under-graduates from the department of medical image (Grade 2011 and 2012) were selected as teaching subjects, and PBL combined with multimedia network teaching was adopted in the teaching of the course of medical imaging diagnosis. After class we implemented a questionnaire survey, and let the students write learning experience. Statistical analysis was conducted by using SSPS 13.0 to reflect the teaching participation in the students' questionnaire and a. summary analysis of the learning experience of the students was also made. Results 123 valid questionnaires were collected. 94.31%(116 people) of students were active participants in these courses, 90.25%(111 people) of the students thought they could actively communicate in teaching, and 43% (110 people) of the students thought they got fully prepared before class. 123 articles in accor-dance with the requirements of experience were received; most students took positive attitude to the active influence the teaching methods had brought; some student pointed out that the teaching method had the disadvantages such as too much time to prepare, too much information, and so on. Conclusions The com-bination of PBL and multimedia network teaching has preliminary results. It is a novel model that is available for teaching image diagnostics on clinical probation period.
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Objective To study the effects of case-based learning (CBL) teaching method combined with network on orthodontic postgraduate clinical ability training. Methods Totally 40 ortho-dontic postgraduates were randomly divided into 2 groups (20 per group) named as experimental group (EG) and control group(CG). EG involved in CBL combined with network teaching method,while CG with CBL method only. after 5 teaching cycles,test scores of two groups were analyzed with SPSS 22.0. Results Average scores were (86.60 ±9.71) in EG and (85.45 ±10.79) in CG ,without statistical differences (P=0.73). Pass rate of two groups were 95.00% and 90.00% ,without statistical differences (P=1.00); As for the questionnaire survey, most of the students (90.00%) in EG considered CBL com-bined with network teaching method had no confliction with the clinical time,and helped to carry out in-depth clinical topic discussion. What was more,all of them (100.00%) in EG believed network facilitate their learning. Only part of them (60.00%) in EG thought that they spent a lot of time on reference material preparation. Conclusions Both CBL combined with network teaching method and CBL method can improve the clinical ability of orthodontic postgraduates significantly. However, CBL combined with network teaching method has advantages over time management, knowledge learning and resource sharing.
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This research is to explore the feasibility of construction of real-time network teach-ing platform in anesthesia resident standardization training. The real-time network teaching were car-ried out by platformconstruction and teaching organization. The teaching effect was evaluated. Using the real-time network teaching platform with the four functions of learning knowledge, cultivating ability, communication and supervision can achieve good teaching effect. It was a beneficial supplement of traditional teaching.
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Objective To compare the case-based learning with network with the traditional case-based learning in its effects on clinical practice of internal medicine. Methods Seventy-five in-terns of clinical medicine(5-years programme) and stomatology (7-year programme) of grade 2010 were enrolled, among which forty interns were assigned to the experimental group with the case-based learning with network, feedbacking summary in class after the case of self-study teaching through the network platform and discussion in groups; while the remaining thirty-five interns were provided with the traditional case-based learning as control group. Both groups were assessed with tests of the the-oretical knowledge and clinical skills at the end of their internship in internal medicine. A questionnaire, given to the interns in experimental group, was used to evaluate the teaching effect. The assessment result of both groups was done by t test with the SPSS 16.0 software. Results The total score of the network case teaching group is higher than the ordinary case teaching group. A significant difference of scores in theoretical knowledge and case analysis was witnessed between the two groups (85.2 ±8.7 vs. 80.5 ±9.8, P=0.031 and 87.3 ±6.2 vs. 84.4 ±5.6, P=0.038, respectively). More than 75%interns in the network case teaching group were satisfied with the case-based learning with network. Conclusion The teaching effect the network case teaching is obviously better than the ordinary case teaching . The introduction of the case-based learning with network in clinical practice of inter-nal medicine is beneficial to the implementation of syllabus and students' application of knowledge to clinical analysis. It also helps to improve students' interest and ability of autonomous learning, as well as improve the efficiency of clinical teaching.
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Applying modern computer network information technology and digital ECG technology,ECG experiment education software system with learning theory,reading ECG picture and practicing report sheet was developed by the Microsoft Visual C++ 6.0 language as the main programming language,and by present widely used relational database MySQL as the backend database.This education software system,used by more than 2 000 different professional students in 2013 and 2014,can be effective to improve their interpretation skills in ECG,and expands the non-class space of ECG education by the modern network technology.It is worthy of popularization as a powerful helper of ECG teaching.
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It is an important guarantee for the better medical education to establish a suitable training program and teaching system under the “5+3” training mode. As a part of the five-year clini-cal medicine undergraduate education , the teaching of medical basic course is an essential part of training modern doctors. In view of the rapid development of the computer information technology and the need of training modern doctors, herein, the network teaching system based on digital resources is presented. The teaching status quo of the current medical basic course are analyzed, the development and advantages of digital teaching are introduced , the significance of the network teaching system using digital as precursor during the teaching of medical basic course is discussed. Finally, the condi-tions, technology, advantages and concrete practice for building the network teaching platform of med-ical basic course are also described.
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BackBoard(BB)network teaching platform was established in physiology teaching in order to assist traditional teaching with modern information technologies.BB network teaching platform applied multimedia,domestic and foreign teaching resources,online test,interactive forum and problem based learning mode.Converting internet to efficient education environment will not only fully promote students'understanding and widen their thoughts,but also improve the teaching quality.Meanwhile,BB network teaching platform is featured in diversity,stereo,information and interaction.
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Cell biology is one of the life science's four basic disciplines.With the rapid development of knowledge,network teaching breaks through the traditional class teaching's limitations,and is significant to constructing innovative teaching modes.In view of the medical undergraduate teaching characteristics,we have summed up the experience of network teaching platform's establishment and application and found that interactive network teaching is helpful to knowledge updating,conducive for students to play a principal role,and beneficial to enhancing the communication between teachers and students.
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The cephalic dystocia education is an important part of obstetric education. According to current educational environment, the teaching method of multimedia combined with problem-based learning is conducive to resolving the dilemma of dystocia education. Dystocia education is designed to follow the cases as the main line and the problem as a guide, with the full integration of theory and practice. This teaching model has been recognized by the majority of foreign students, and it is worth recommending.
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Modern information technology entered the field of education and provided basis for the shift of teaching mode.The application of PBL mode supported by Network Teaching Platform was proposed to help to develop students'capacity of autonomous learning and promote teaching quality