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Objective@#To explore the effects of internet-based quiz on pathophysiological teaching.@*Methods@#undergraduates from two different classes (41 of batch 2107 from nursing and 49 of batch 2016 from pharmacy) taught by the same teacher were enrolled in the study and randomized into quiz group and control group to compare their teaching effect. Indexes evaluated were scores of midterm exam and final exam, students' teaching evaluation scores and teachers' self-evaluation scores. T test for data analysis was performed by SPSS 20.0.@*Results@#the scores of each general question and the total scores of midterm exam in the quiz group were higher than those in the control group, with statistically significant differences (P<0.005), except for the scores of short-answer and discussion questions. The scores of each general question and the total scores of final exams in the quiz group were higher than those in the control group, with statistically significant differences (P<0.005). Scores of knowledge memory, learning efficiency, learning interest, learning activeness and students' evaluation for the same teacher in the quiz group were significantly higher than those in the control group. There were no significant differences between two groups in the scores of classroom management, teacher's professional ethics, teaching democracy, homework, teaching capacity and teaching interaction. When using these two teaching methods, the scores of teachers for comprehending students' study, motivating students to study, saving working time, saving resources and teachers' self-evaluation in the quiz group were higher than those in the control group, with statistically significant differences (P<0.05). There were no statistical differences between two groups in the scores of classroom management, teacher's professional ethics, teaching democracy, homework, teaching capacity and teaching interaction.@*Conclusion@#Internet-based quiz is an effective way to improve students' study, so as to improve the teaching quality.
ABSTRACT
Objective To explore the effects of internet-based quiz on pathophysiological teaching.Methods undergraduates from two different classes (41 of batch 2107 from nursing and 49 of batch 2016 from pharmacy) taught by the same teacher were enrolled in the study and randomized into quiz group and control group to compare their teaching effect.Indexes evaluated were scores of midterm exam and final exam,students' teaching evaluation scores and teachers' self-evaluation scores.T test for data analysis was performed by SPSS 20.0.Results the scores of each general question and the total scores of midterm examin the quiz group were higher than those in the control group,with statistically significant differences (P＜0.005),except for the scores of short-answer and discussion questions.The scores of each general question and the total scores of final exams in the quiz group were higher than those in the control group,with statistically significant differences (P＜0.005).Scores of knowledge memory,learning efficiency,learning interest,learning activeness and students' evaluation for the same teacher in the quiz group were significantly higher than those in the control group.There were no significant differences between two groups in the scores of classroom management,teacher's professional ethics,teaching democracy,homework,teaching capacity and teaching interaction.When using these two teaching methods,the scores of teachers for comprehending students' study,motivating students to study,saving working time,saving resources and teachers' self-evaluation in the quiz group were higher than those in the control group,with statistically significant differences (P＜0.05).There were no statistical differences between two groups in the scores of classroom management,teacher's professional ethics,teaching democracy,homework,teaching capacity and teaching interaction.Conclusion Internet-based quiz is an effective way to improve students' study,so as to improve the teaching quality.
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Resumen OBJETIVO: evaluar la percepción de fertilidad, los factores de riesgo asociados con la infertilidad y el deseo de tener hijos en un grupo de mujeres en edad reproductiva. MATERIALES Y MÉTODOS: encuesta de características demográficas, salud reproductiva, estilo de vida y creencias de conductas de riesgo asociadas con la infertilidad. Los resultados se tabularon en una tabla de Excel y se analizaron las variables según la edad. RESULTADOS: se obtuvieron 245 respuestas pero se excluyeron dos por datos incompletos. La población de estudio se dividió en 7 grupos, según su edad. El 67% de quienes respondieron la encuesta fueron mujeres de 25-34 años, que abarcó el periodo más fértil. La escolaridad promedio fue de licenciatura y 55% eran casadas. El 69.1% de las encuestadas tenía un empleo y el nivel socioeconómico predominante fue clase media. El 65% de las mujeres utilizó algún método anticonceptivo; 91% de las mujeres desea tener hijos y 88.4% que no tienen se visualizan con ellos. Se consideró la mejor edad para iniciar la maternidad entre 25-29 años y una edad límite para poder embarazarse sin dificultad entre 30-34 años. A mejor y mayor conocimiento de la fertilidad femenina de las encuestadas, éstas consideraron la menor edad como la opción óptima para lograr el embarazo. CONCLUSION: el conocimiento de la fertilidad favorece una toma de decisiones adecuada acerca del futuro reproductivo y evita conductas que llevan a la disminución de la posibilidad de embarazo.
Abstract OBJECTIVE: To evaluate self-perception of women about fertility, risk factors for infertility and reproductive desire of a group of women in reproductive age MATERIAL AND METHODS: This is a transversal study including 245 women of reproductive age. Data were collected by a survey asking about demographic factors, reproductive health, lifestyle and beliefs about fertility. Data were analyzed by age group. RESULTS: Age group with the most answers were 30-34 years, 91% desires motherhood and 65% has a method for family planning. There was an inverse relation between the best age considered to have children and the age of the surveyed women. Older women considered age as a prognostic factor for pregnancy. Informed women considered a younger age to have babies than non-informed. CONCLUSION: Fertility knowledge favours an adequate decision taking about reproductive future.
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Background & Objective: Many undergraduate medical students prefer to concentrate on clinical subjects and tend to neglect paraclinical subjects like Microbiology. A time has come when motivation is mandatory for the current generation of students. The present study attempts to introduce quiz as an innovative learning method. A quiz is a quick way of gathering information on how well our students are meeting their learning objectives. The present study is aimed to assess the students’ knowledge and interest in Microbiology subject. Methodology: The present study was conducted in the department of Microbiology, D.Y. Patil medical college, Kolhapur, on second MBBS students. Five teams were enrolled from the neighboring medical colleges. We assessed the students’ knowledge by giving pre and post MCQ tests followed by various rounds of quiz competition. Results: There was a significant increase in students’ knowledge in post MCQ test than that of pre MCQ test (P< 0.0001). It was also observed that all the students had developed interest in Microbiology subject. Conclusion: We observed from the present study that even a simple intervention like quiz can make a significant improvement in the knowledge of medical students and help them to develop interest in microbiology subject.
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Objective To investigate the mastery degree of GCP (Good Clinical Practice) in Guang’anmen Hospital of China Academy of Chinese Medical Sciences (hereinafter referred to as“Guang’anmen Hospital”). Methods Totally 338 clinical researchers, covering 18 clinical professional sections and medical clinical trial institutions, in Guang’anmen Hospital with both qualification of clinical trials and GCP certificate were investigated in 23th-27th June 2014. The investigation was in the written answer sheet form, including four noun explanations and 36 multiple choice questions, which were related to GCP. Results 338 researchers could accurately explain the concepts of 4 nouns, and 57 (16.86%) researchers could do all multiple choice questions correctly. 141 (41.72%) researchers chose 1 wrong answer and 89 (26.33%) researchers chose 2 wrong answers. 39 (11.54%) researchers failed to answer 3-4 questions. Only 12 (3.55%) researchers failed to answer 5 or more questions. Conclusion The mastery degree of clinical researchers with qualification of clinical trials and GCP certificate in Guang’anmen Hospital is satisfied. In the future, pertinence and diverse training should be strengthened, in order to improve the overall level of the mastery degree of GCP.
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Objectives: The main objective of this innovative active learning approach was to increase student’s interest in basic science subjects and to enhance student participation in acquiring the knowledge in the core and applied aspects of anatomy, physiology and biochemistry. Study Design: Comparative cross sectional study. Place and Duration of Study: Ras Al Khaimah medical and health Sciences University, 6months Methodology: It was a comparative cross sectional study to find out whether Quiz competitions are effective teaching learning methodologies. There were 96 students in the class and students were asked to make their groups for the competition. Level of the questions asked in the integrated quiz varied from simple recall, comprehension, to application type from all three specialties. Results: A total ninety six students were involved in the study and results of the study showed a statistically significant improvement in the performance of students who have participated in the competition. The study also compared the performance of students who participated in the competition with non-quiz participants and we found that there was a statistically significant improvement in the performance of students who participated in the quiz competition with non-quiz participants P<0.001 both in theory (RRE) as well as in MCQ s section. Conclusion: The results in this study suggest that the integrated quizzes stimulate self and collaborative learning. They enhance the cognitive level of medical students and also help them to retain academic content.
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Some comments of the author are presented on his experience concerning the use of computer quizes in teaching fundamental microbiology to medical students. The simple true-false type question was one of the best suited forms for computer display because of its simplicity. Multiple choice questions consisting of pleural (usually five) simple true-false sentences were too cumbersome. Repeatability is one of the advantages of computer quizes. Furthermore the shuffling of questions is simple to perform on the computer. The computer quiz is one form of preparation and review, and differs from examinations in that students have mutiple chances and time to take the quiz. With the computer-quiz teachers also have the chance to make better contact with students, and through their care of students, teachers remember more faces and names of students.