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Objective To explore the problems in teaching of medical sensor course,and to prove the innovation of teaching mode and strategy of medical sensor course in technological universities and colleges.Methods The problems were analyzed in personnel training objective, course and its teaching, and some suggestions were put forward on teaching content optimization and integration,establishing medical sensor network teaching platform, implementing hierarchical teaching as well as internet-integrated and problem-based learning.Results The teaching efficiency as well as the student's activeness and initiative were incresed greatly, and the student's professional skills were also enhanced. Conclusion The teaching innovation is of great reference value for developing medical sensor course in technological universities and colleges.
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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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Objective This study aimed to survey students' satisfaction and cognitive attitude of elaborate course of social medicine to provide a basis for exploring appropriate teaching mode. Methods Purposive sampling was used with questionnaire to survey 646 students who had learned social medicine in 5 universities in Guangdong province. The survey included the social medicine curriculum, teaching situation, students' satisfaction and cognitive attitude of elaborate course of so-cial medicine. Descriptive statistical analysis was used to describe the demographic characteristics and curriculum. The t test and one-way ANOVA were used to compare the means of students' satisfaction and cognitive attitude of elaborate course in different universities, using the test level of 0.05. Results The lecture-based learning was the main teaching mode. 335(52.7%) students thought it necessary to learn social medicine, but only 27.2%of the students(173 students) were interested in social medicine and 65(10.2%) students could take the initiative to read about extracurricular books. Overall satisfac-tion with using network resources of elaborate course in two universities that had university-level elab-orate course of social medicine were (2.78 ± 0.55) and (3.01 ± 0.30) respectively and the difference was statistically significant(t=-3.97,P<0.01). The cognitive attitude of the students in 5 universities with using network resources of elaborate course was (3.09±0.66) and the difference was statistically significant(F=3.70,P<0.01). Conclusion Social medicine teaching has been paid attention to in 5 universities, but there were some common problems: ①putting emphasis on theory and ignoring prac-tice in teaching mode; ②putting emphasis on credit and ignoring effectiveness in learning; ③and putting emphasis on construction and ignoring using in network resources of elaborate course of social medicine.
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In order to supply some reference about the construction of network course of physiology, we summed up the establishing experience from the course design, construction and application.
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Objective Design the "Nursing Obstetrics and Gynecology" network courses, and then observe the teaching effect of it. Methods The rational design of technical solutions, development and application of information resources and modem educational technology. Results The "Nursing Obstetrics and Gynecology" network courses prompt satisfaction teaching more than 90%. Conclusions "Nursing Ob-stetrics and Gynecology" network courses make our teaching program is brand new, as "Nursing Obstetrics and Gynecology" network courses of discipline and quality building a solid foundation, especially for the cultivation of young teachers to provide direct help.
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Objective This article elaborates how to improve the medical undergraduates’ study interest from the angle of network course platform. Methods Based on the analysis of characteristic and application of network course platform,it discusses the problems and solutions existing in network course platform. Results The meaning of utilizing interactive platform in Medical College is explained. Conclusion Utilizing interactive platform rationally can stimulate the medical undergraduate’s study interest and improve the teaching result.