ABSTRACT
Objective:To explore the application effect of Cornell's note-taking method in pediatric nursing teaching.Methods:A total of 100 nursing students of 2019 who practiced in department of pediatrics were selected as the research objects, and they were randomly divided into a control group and a study group, with 50 students in each group. The control group used traditional teaching, and the research group used Cornell's note-taking method of teaching. After the internship, the teaching effect of the two groups of intern nursing students was evaluated through subject assessment, teaching satisfaction and teaching evaluation. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical knowledge, nursing operation skills and comprehensive ability of the nursing students in the study group were better than those of the control group, and the difference was statistically significant ( P<0.05). The satisfaction degree of nursing students in the control group was 90.00% (45/50), and the satisfaction degree of nursing students in the study group was 100.00% (50/50), with statistically significant differences ( χ2=5.26, P=0.022). More than 88% of interns in the research group believed that Cornell's note-taking method could mobilize learning initiative and enthusiasm, improve learning efficiency and knowledge mastery, improve analysis and problem-solving skills, cultivate assessment and comprehensive judgment skills, and enhance nurse-patient communication skills, thereby improving the overall quality. Conclusion:Cornell's note-taking method can improve the theoretical knowledge, clinical practice skills and comprehensive ability of pediatric nursing students, which is recognized by the interns, and obtains high teaching satisfaction and evaluation.
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The paper briefly describes the current listening teaching in college English and medical humanities:viewing,listening and speaking,analyses and explores the strategies of teaching listening in this course in three aspects,namely training of reasoning ability-to train students to speculate about the main idea according to a number of key sentences and words ; teaching of notetaking skills-to teach students to take down key points of listening materials by applying certain notetaking format,simplified symbols and words of logical relation; teaching of phonetic knowledge-to teach students phonetic knowledge such as liaison,reduction,loss of plosive,assimilation,stress and intonation specifically according to the listening materials.
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Aim of the study: A medical student has to read vast portion of anatomy in short time period. Mind maps are multi-sensory tool that may help medical students organize, integrate and retain information. The purpose of this study is first to see how mind mapping as a note-taking strategy facilitates medical students to learn anatomy better. Whether a relationship existed between mind-mapping and recall of information was assessed. Materials and Methods: First year medical students (2011 batch) of VIMS &RC, Bangalore were divided in 2 groups. Each group was having 50 students. One group was standard note-taking (SNT) and other was mind map group (MM). Same gross Anatomy topics were assigned for both groups. MM group was given training for mind mapping and asked them to study topic with mind maps. Theory exam was conducted on the given topic for both groups. Marks scored in the exam were compared. After exam a questionnaire was given to MM group to assess their opinion to mind maps. Result: Students belonging to MM group scored better than SNT group. Majority of students of MM group opinion was mind map as a better learning tool in gross Anatomy. Conclusion: Mind maps helped medical students in learning Anatomy. It should be encouraged as a learning tool in gross Anatomy along with standard note-taking method.
ABSTRACT
Objective To examine the impact of note-taking habits on academic scores of junior middle school students.Methods A sample of 412 junior middle school students were applied a self-developed note-taking habits inventory (NTHI) ,and the impact of note-taking habits on academic scores was examined by using bivariate correlation and linear regression analysis.Results Girls got significantly higher NTHI scores than boys [(3.67±0.55)vs(3.19±0.80),P＜0.01] ,and students from key classes got significantly higher NTHI scores than those of typical classes[(3.56±0.64)vs (3.37±0.75),P＜ 0.05].Total academic scores of Chinese,mathmatics and English was found significantly and positively related to total NTHI scores and the five subscales(r=0.280,P＜0.01 ;r=0.293,P＜ 0.01 ;r=0.126,P＜0.05 ;r=0.255,P＜0.01 ;r=0.239,P＜0.01 ;r=0.280,P ＜ 0.01).Attitude towards note-taking,full note-making and immediate note-rewriting showed direct and significant influence on total academic score of Chinese,mathmatics and English.Full note-making,attitude towards notetaking and immediate note-rewriting showed direct and significant influence on score of Chinese.So did of active note-making,immediate note-rewriting,full note-making and attitude towards note-taking on mathmatice scores,attitude towards note-taking and full note-making on score of Chinese.Conclusion Note-taking habits could be direct predictor of their academic scores for junior middle school students.