ABSTRACT
Objective:To solve the problems of medical advanced mathematics learning for medical school students, such as high difficulty, tight school hours, poor learning interest and low acceptance of students, and to actively carry out online and offline hybrid teaching mode.Methods:A total of 243 students majoring in clinical medicine, biomedical engineering and information management and information system from 6 classes in Batch 2022 were selected as the study subjects (experimental group). A hybrid online/offline teaching mode combining self-made online learning resources and MOOC teaching resources of China University was specifically adopted. Teaching objectives were set and teaching resources were uploaded according to the teaching content before the class. Super Star Learning Platform was employed to issue pre-class learning tasks to help students study before class. During the lesson, teachers taught face-to-face, and released classroom questions and quizzes on the learning platform to test the learning effect in class. It was convenient for teachers to grasp students' learning situation and took timely teaching adjustments to help students successfully complete their learning in class. After the class, we released the videos of class lectures and post-class exercises on Super Star Learning Platform to help students consolidate their learning from class. We also set up a QQ group for the course in each class to facilitate communication with students after class and to answer questions. SPSS 20.0 was used to conduct t-test. Results:The online and offline hybrid teaching effectively increased students' participation in class and greatly mobilized students' enthusiasm for learning, and the average teacher-student interaction in class increased from 6 to 10 times per session; the class attendance rate increased from 93.93% (232/247) to 97.94% (238/243); the homework submission rate increased from 92.71% (229/247) to 96.71% (235/243). After the course was finished, the final comprehensive scores of students increased from (81.27±4.56) to (89.52±3.42), with statistically significant differences ( t=8.25, P<0.001). Conclusion:The adoption of online and offline hybrid teaching not only has a benign effect on students' academic performance, but also stimulates students' enthusiasm to learn advanced mathematics to a greater extent, and subsequently expects students' ability to be further improved in applying mathematics to solve practical problems.
ABSTRACT
The quality of curriculum and teaching determines the quality and level of medical students’ medical humanities cultivation. The research investigated the cognition and development suggestions of medical humanities education of 5 senior medical students (n=5 996) majoring in medicine from 67 colleges and universities in China. Some results were found, The opening rate of different medical humanities courses were different. There were different needs of the medical humanities courses that would be added. Curriculum content and learning interest were the key factors for the curriculum; The large class teaching and closed-book examination were still dominant in the current medical humanities classes. The Medical students suggested to increase PBL, O2O mixed teaching and processing assessment etc. It was found that the teacher-centered mode couldn’t meet the learning needs from the medical students. It was recommended that we should actively adopt student-centered curriculum and teaching mode to improve the curriculum goal, curriculum setting, curriculum content design, teaching means, evaluation mode. It was also very important to improve teachers’ professional ability and build an interconnected learning community for improving the quality and level of medical humanistic education.