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Objective To explore how to apply the teaching mode combined flipped class with PBL teaching method to improve college students' ability of English reading and writing and the effectiveness of classroom. Methods In the class of college English reading and writing, students at grade 2015 were randomly divided into two groups. The experimental group (43 students) was adopted the class teaching with " flipped class and PBL teaching method"and the control group (43 students) was adopted traditional class teaching mode taught by the same teacher. The teaching effects of two groups were studied in a comparative way. The students' final grade, related data in the learning process, students'view of the two teaching modes are studied by analysis of basic data and questionnaire. Results At the end of the semester, the results of the experimental group are better than those of the control group. In the survey of the two class teaching modes, the students in the experimental group spent more time in the learning process than that of the control group.Students think that the teaching mode combined flipped class and PBL teaching method not only improves their autonomic learning ability, classroom participation, the English reading and writing ability, but also helps them perform better in the average scores in the final exam compared to the traditional classroom. Students are more satisfied with the new classroom teaching mode than with traditional one. Conclusion The teaching mode combined flipped class with PBL teaching method can promote the students'autonomous learning, contribute to absorb and internalize knowledge, improve the students'learning interest and learning efficiency, and improve teachers teaching ability.
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Objective Evaluation the effect to improve the eight-year program medical students` comprehensive ability between standard of PBL mode and complex scenarios PBL mode.Methods To comparative improved teaching quality between complex scenarios PBL teaching mode and standard of the PBL teaching mode by final exam scores and DREEM scale.Results The complex scenarios PBL teaching mode improve the ability of problem solving score significantly higher than the standard scores of PBL teaching mode at the start of analyzing questions and help students to stimulate interest, increase self-confidence, (P<0.05).Comparative analysis shows the comprehensive thinking ability of medical students has improved significantly.ConclusionsComplex scenarios PBL teaching mode can improve the ability of handling the students` study enthusiasm, comprehensive ability and strain capacity more effectively than that of standard PBL teaching mode.The obvious effect is worth promoting.
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Objective To discuss the teaching outcomes of project draft design combined with PBL teaching method in TCM pharmaceutics technology.Methods Fifty students majoring in 2009 TCM Pharmaceutics Technolgy were divided into A and B groups. 25 students in group A were set as experimental group by using project draft design combined with PBL teaching method, while 25 students in group B were set as control group by using traditional teaching method. This study evaluated the effects of teaching methods through questionnaire and score analysis of the two groups.Results Students taught by project draft design combined with PBL teaching method generally believed that this teaching method can stimulate their learning interest, improve their ability of locating problems, solving problems, and comprehensively applying knowledge and enhance test scores.Conclusion Project draft design combined with PBL teaching method shows better teaching outcomes than traditional teaching method, which can cultivate students’ all-round ability and comprehensive quality.
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Objective:To improve the comprehensive quality of medical students through developing the second class teaching of histology and embryology in the college of traditional Chinese medicine.Methods: Combined with the Problem-based learning guiding method, using a variety of teaching methods of teaching windows, self atlas, open labs and knowledge competition to carry vivid histology and embryology second class.Results: The second class may improve the students' interest in learning, train the practical ability and promote teamwork.Conclusion: The second class is a strong complement to the traditional form of teaching histology and embryology, effectiveness of teaching innovation is good in practice and contributes to the cultivation of talents of traditional Chinese medicine.
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Objective To assess systematically the effect of problem-based learning (PBL) versus traditional methods in nursing students.Methods Relative literature was searched by computer at home and abroad.according to the inclusion and the exclusion criteria,which were analyzed by RevMan5.2 software,and literature selection and repetition were used according to the Note Express software.Results A total of 9 studies of randomized controlled or not randomized controlled trial were brought into the study by random effects model.A total of 1 187 were collected into the study,574 in the experimental group and 613 in the control group.According to subgroup analysis showed by measurement scale,problem-based learning (PBL) can significantly improve the critical thinking ability of nursing students.The results had high stability and reliability.Conclusions PBL teaching method can significantly improve the critical thinking ability of nursing students,and provide a better learning method for clinical teachers and students,which is worthy of further promotion.
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Objective Research the bilingual teaching of medical organic chemistry experiment. Methods PBL teaching method was used in bilingual teaching of medical organic chemistry experiment. Results As a result, we improved the effect of bilingual teaching in medical organic chemistry experiment. Conclusion Teaching research found that the teaching mode with a problem-centered and students-orientation approach has improved students' analysis and problem solving skills. During the process of teaching, the students have enhanced their enthusiasm of study.
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Previous teaching of"Four Classic Subject" of TCM was a passive process for students to learn. Problem based learning (PBL), being an original teaching mode, could provoke activeness and conduce to group spirit of students.However, at present, there were problems such as inadequate teaching ability of teachers, not enough supply of teachers, short of corresponding teaching materials, and lack of independence and group spirit of students, which needed to be solved badly.
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The theory of Medical Immunology is independent,which includes a lot of new knowledge.Optimizing resource of medical immunology,recombinating knowledge structure,building knowledge framework and leading in PBL(Problem Based Learning) teaching method help to arouse students’studying interest and elevate teaching effect.
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The PBL Teaching Method has implemented in the department of gynecology and obstetrics of Fudan University since 2004.This new method cultivates the students'ability to ask and answer the questions to collaborate,to comiderate problems conpletely and the ability to consult information and solve problems quickly.Teachers and department should improve the teaching and manage level.
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PBL teaching method can cultivate students’ ability to analyze the existing problems, find out more problems and resolve the problems finally, and it is important to improve students’ comprehensive quality. The experimental teaching innovation of Histology and Embryology is summarized in this article, which turned induction, practice and examination, the three stages of experimental teaching into" Problem-Based learning", thus making the teaching effect much better.
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The article introduces characteristics of problem-based learning teaching method and traditionary medical teaching method,analyzes the current status and practical importance of pharmacology teaching with PBL,and suggests promoting the development of the teaching of pharmacology with PBL by reforming teaching approach and altering teaching thought.