Exploration of O-PIRTAS Flipped Classroom Combined with TBL in Quality Education of Basic Medical Courses ———Taking the Molecular Mechanism of Cellular Signal Transduction as an Example / 中国生物化学与分子生物学报

Basic medicine is the starting point to contact medicine for students, and also the key period for the formation of professional ethics and core qualities. While imparting basic professional knowledge, it is necessary and effective to integrate ability training and value guidance into the whole person education and carry out the fundamental task of building moral principle and cultivating students. Based on the high-quality resources of national online first-class courses, the teaching team combined the advantages of O-PIRTAS flipped classroom and TBL teaching, and explored the molecular mechanism of cell signal transduction in practice. Through introducing rich and diversified materials and cases, such as Nobel Prize research process, major research achievements of Chinese scholars, frontier progress of disciplines, mechanism of action of targeted drugs, clinical diseases, etc, students were guided to gain knowledge, exercise ability and improve quality via discussion and cooperation. Through the interactive links of online and offline, in-class and out-of-class, individual and team, listening and speaking, learning and practice, basic theory and extension and exploration, students’ abilities in autonomous learning, team cooperation, communication and expression had been significantly improved and they had a deeper understanding of scientific spirit and humanistic spirit. At the same time, students have been trained with preliminary dialectical thinking and innovation consciousness, enhanced sense of mission and national confidence, and strong professional concept of serving people’ s health. The teaching team believes that the high-quality resources and the control of exploration activities are important steps to improve the teaching effect of O-PIRTAS flipped classroom combined with TBL.

Evaluating the effect of flipped classroom combined with TBL by DOPS in clinical practice teaching for interns in ophthalmology / 国际眼科杂志(Guoji Yanke Zazhi)

AIM: To explore the effect of flipped classroom combined with team-based learning(TBL)in ophthalmology practice teaching by applying directly observed procedural skills(DOPS). METHODS: A total of 54 students of clinical medicine “5+3” integration and clinical medicine for five years, interned at the department of ophthalmology from June 15th to November 14th, 2021 were divided into traditional teaching group(group A)and flipped classroom combined with TBL group(group B). The teaching effects of slit lamp microscopy and direct ophthalmoscopy in group A and group B were compared by DOPS score, and Mann-Whitney U test was used for statistical analysis.RESULTS: Total DOPS score for slit-lamp microscopy in group A was 59(58.00, 60.00)points,which was significantly lower than that of group B 63(61.00,65.00)points(P<0.001). The DOPS score for direct ophthalmoscopy in group A was 63(61.00, 63.75)points, which was significantly lower than that of group B, 66(63.75,66.25)points(P<0.001). In the two operations and especially in the aspects of “understanding of complications,relevant anatomical structure and proficiency in operation”“preparatory work” and “technical ability of operation”, the scores of group B was significantly higher than those of group A(P<0.05).CONCLUSION: Flipped classroom combined with TBL has significant advantages in clinical practice teaching for interns in ophthalmology, which is worthy of promotion and application compared with traditional teaching.

Design and research of RAP and application in TBL teaching of rehabilitation medicine / 中华医学教育探索杂志

Objective:To explore the different design of readiness assurance process (RAP) and application in TBL teaching of rehabilitation medicine, and to compare the teaching effects.Methods:A total of 40 students who had clinical rotation in our department were chose as research subjects, and they were taught with TBL teaching. Two chapters of "Stroke Rehabilitation" and "Spinal Cord Injury Rehabilitation" were chosen for the two lectures. During the course of "Stroke Rehabilitation", the RAP adopted open-ended questions, and the application part simulated Teamwork meetings. In the course of "Spinal Cord Injury Rehabilitation", the RAP used close-ended multiple-choice questions, and the application part simulated making rehabilitation plan. At the end of the two lectures, questionnaires were send to students.Results:For the RAP part, more students preferred open-ended questions. In the application part, students preferred to make rehabilitation plan.Conclusion:The process of clinical diagnosis and treatment and the formulation of rehabilitation plan in clinical practice of rehabilitation medicine has been applied to different parts of TBL teachings, and students are favor of this teaching method, which provides a reference for the future TBL teaching design of rehabilitation medicine.

Evaluación de la metodología Team Based Learning en cursos de estadística para estudiantes de medicina / Evaluation of team-based learning methodology for teaching statistics to medical students

Background Team-Based Learning methodology (TBL) is used in medicine teaching in different clinical and basic fields, but seldom in statistics courses. Aim To compare the performance of students taught using TBL with those receiving the traditional lecture modality. Materials and Methods The grades and percentage of correct answers obtained in exams written during the statistics course of students that were taught without TBL (years 2009-2011) or using this methodology (years 2013-2016) were compared. Z Test for one mean (Milestone 1) and Student's t test for two independent means assuming equal variances/unequal variances (Milestone 2) were evaluated. The mean and minimum grades and the percentage of grades below the flunking threshold were also evaluated. Students' assessment of the methodology was also recorded. Results The percentage of correct answers was 94.2% and 94% among students taught with and without TBL methodology, respectively (Milestone 1), achieving a similar performance independent of the teaching strategy. The global percentage of correct answers of Milestone 2 increased from 75.3% to 89.5% (P < 0.001) among students using TBL. In 75.0% of questions, the percentage of correct answers increased with TBL. Likewise, there was an increase in mean grades increased from 5.4 to 6.2 (P < 0.05) and mean minimum grades from 2.8 to 3.7 (P = 0.05). The proportion of grades below the flunking threshold decreased from 9.9% to 4.4% (P = 0.054). Almost all students evaluated TBL methodology positively. Conclusions Students taught using TBL methodology performed better in the statistics course evaluation than students attending standard lectures in statistical analysis of greater complexity. TBL was well evaluated.

Diagnostic Utility of Interferon-Gamma Release Assay in Tuberculous Lymphadenitis / 中国医学科学杂志(英文版)

Objective The aim of this study was to evaluate the diagnostic performance of T-SPOT.TB for tuberculous lymphadenitis. Methods Suspected tuberculous lymphadenitis patients between September 2010 and September 2018 who had both peripheral blood T-SPOT.TB test and lymph node biopsy were retrospectively enrolled in this study. The cutoff value of T-SPOT.TB test for peripheral blood was set as 24 spot forming cell (SFC)/10 6 periphreral blood monocyte cell (PBMC) according to the instruction of testing kits. The gold standard for diagnosis of TBL was the combination of microbiology results, histopathology results and patient's response to anti-TB treatment. Diagnostic efficacy of T-SPOT.TB was evaluated, including sensitivity, specificity, accuracy, predictive values, and likelihood ratio. Results Among 91 patients who met the inclusion criteria, we excluded 8 cases with incomplete clinical information and 6 cases who lost to follow-up. According to the gold standard, there were 37 cases of true TBL (9 confirmed TBL and 28 probable TBL), 30 cases of non-TBL, and 10 cases of clinically indeterminate diagnosis who were excluded from the final analyses. The T-SPOT.TB tests yielded 43 cases of positive response and 24 cases of negative response. The sensitivity, specificity, accuracy, positive predictive value (PPV), negative predictive value (NPV), positive likelihood ratio (PLR) and negative likelihood ratio (NLR) of peripheral blood T-SPOT.TB for diagnosing TBL were 89.2%, 66.7%, 79.1%, 76.7%, 83.3%, 2.68 and 0.16, respectively. The number of SFCs of T-SPOT.TB in TBL patients [432(134-1264)/10 6 PBMCs] was higher than that in non-TBL patients [0 (0-30) /10 6PBMCs] with a significant difference (Z=-5.306, P <0.001). Conclusion T-SPOT.TB is a rapid and simple diagnostic test for TBL with a high sensitivity and negative predictive value.

Tumor de Buschke-Löwenstein - Condiloma gigante acuminado / Buschke-Löwenstein's Tumor - Giant Condyloma Acuminatum

Presentamos el caso de un hombre de 21 años de edad, infectado por el virus de la inmunodeficiencia humana (VIH) que presenta lesiones verrucosas gigantes compatibles con un tumor de Buschke-Lowenstein (TBL) que afectaban la región perineal, anorrectal y genitales externos. También existía afectación del párpado superior derecho. (AU)

We report the case of a 21-year-old male patient, infected with human immunodeficiency virus (HIV) that presents giant warty lesions compatible with a Buschke-Lowenstein tumor (BLT) that affected the perineal, anorectal and external genital region. He also had a right upper eyelid lesion. (AU)

Utilización de aprendizaje basado en equipos, como metodología activa de enseñanza de farmacología para estudiantes de Enfermería / The use of equipment-based learning as an active methodology teaching for pharmacology to Nursing studen

Introducción: el cambio de la sociedad desde una economía basada en la industria a una sustentada en el conocimiento, genera un cambio de paradigma en educación. Esto lleva a las universidades a modificar sus modelos educativos y formar profesionales capaces de responder a las necesidades del entorno. Esta propuesta exige cambiar las estrategias tradicionales de enseñanza-aprendizaje a metodologías activas e innovadoras. Team based learning es un alternativa innovadora que mezcla aspectos de docencia tradicional con los beneficios del trabajo en grupos pequeños dentro de cursos numerosos. Objetivo: dar a conocer la experiencia del uso de Team based learning como metodología activa de aprendizaje en la asignatura de farmacología para estudiantes de enfermería. Métodos: se utilizó un diseño de estudio experimental en una población de 96 estudiantes de enfermería, los cuales fueron divididos en tres grupos de 32 estudiantes cada uno. Se consideró dos grupos control y un grupo experimental. El análisis del efecto del uso de Team based learning se evaluó de forma cuantitativa y cualitativa. Resultados: los estudiantes que realizaron Team based learning obtuvieron mejores calificaciones al ser comparados con los estudiantes que utilizaron metodología tradicional. Los estudiantes, del grupo experimental, manifestaron su alto grado de satisfacción por el uso de Team based learning, ya que estimuló su aprendizaje y además, favoreció el trabajo en equipo. Conclusiones: Team based learning es una metodología de enseñanza aprendizaje que promueve el autoaprendizaje y el trabajo en equipo, ello se traduce en mejores resultados académicos, es una herramienta bien aceptada por los alumnos y considerada una forma divertida y dinámica de aprender(AU)

Introduction: The change of society from an industry-based to a knowledge-based economy generates a paradigm shift in education. This leads universities to modify their educational models and train professionals able to respond to the needs of the environment. This proposal requires changing traditional teaching-learning strategies to active and innovative methodologies. Team based learning is an innovative alternative that mixes aspects of traditional teaching with the benefits of working in small groups within numerous courses. Objective: To present the experience of the use of Team based learning as an active learning methodology in the subject of pharmacology for nursing students. Methods: An experimental study design was used in a population of 96 nursing students, who were divided into three groups of 32 students each. Two control groups and one experimental group were considered. The analysis of the effect of using Team based learning was quantitatively and qualitatively assessed. Results: The students who performed Team based learning obtained better marks when compared to students who used the traditional methodology. The students of the experimental group expressed their high satisfaction with the use of Team based learning, since it stimulated their learning and also favored teamwork. Conclusions: Team based learning is a teaching-learning methodology that promotes self-learning and teamwork, which is translated into better academic outcomes, is a tool well accepted by students and considered a fun and dynamic way to learn(AU)

Practice of TBL teaching in pharmacology teaching for foreign students / 中华医学教育探索杂志

Objective To evaluate the effect of TBL (team-based learning) method in pharmacology teaching for the foreign students of clinical medicine. Methods In the course of pharmacology teaching of the foreign students of clinical medicine, TBL method was performed in the 2012-year students and tradi-tional teaching method was performed in the 2011-year students. After the teaching, students' grades in the ordinary performance, their final exam scores and their evaluation of the two teaching methods were com-pared. Graph pad 5 was used to analyze the data and the t test was performed. Results The average ordi-nary performance of the students with TBL was significantly higher than that with the traditional teaching [(84.94 ±12.66) vs. (72.30 ±4.90), P=0.000] and the final examination scores were significantly im-proved [(74.00±6.76) vs. (69.00±6.20), P=0.023]. The survey showed students were more satisfied with the TBL teaching mode than traditional teaching mode [(8.40±0.71) vs. (7.12±1.07), P=0.000]. Conclusion TBL teach-ing mode can effectively improve the pharmacology teaching effect of foreign students.

Application of the Integrated Teaching Method of PBL and TBL Based on Cases in Pharmacology Teaching / 昆明医科大学学报

Objective To explore the apphcation of the integrated teaching method of PBL and TBL based on cases in pharmacology teaching.Method Ninety-two students majored in Pharmaceutical Preparations were selected into the control group,and 184 students majored in pharmacy were enrolled into the experimental group.The teaching effect was comprehensively evaluated by using the combination of theoretical examination and student feedback.Results In the experimental group,the average score of students in Pharmacology (73.68 ± 9.40) was significantly higher than that of the control group (67.34 ± 7.18),and the feedback of the students in the experimental group was significantly better than that in the control group.Conclusion Compared with the traditional teaching method,the integrated teaching method can significantly improve the students' theoretical examination results and students' learning interest.

Hybrid Educational Activities between TBL And PBL Program (HEAT APP) for Cambodian Medical Students and Postgraduate Trainees. A Novel Approach in an Asian Setting / 医学教育

<p> Cooperative, active learning such as Problem-Based Learning, or PBL, and Team-Based Learning, or TBL, is gaining popularity in medical education in Asian countries. Cambodia has been exposed to few, if any, such educational methodologies. Here, the author conducted a week of Hybrid Educational Activities between TBL And PBL Program (HEAT APP) with Cambodian medical students and postgraduate trainees. Further practices and studies will clarify the real value in this specific setting.</p>

Evaluation of the application effect of TBL teaching method in The Basic Technology of Nurse Occupation / 中国实用护理杂志

Objective To understand the attitude,compliance and obtainment of nursing students from high vocational school in the application process ofTBL teaching method in The Basic Technology of Nurse Occupation.Methods 115 students from 2 classes of nursing specialty in Higher Vocational Education were chosen and were randomly divided into the experimental group and the control group from October 2011 to January 2013.The control group adopted the traditional teaching method,the experimental group adopted TBL teaching method.The teaching effect was compared by stage test of the same chapter aswell as through the way of questionnaire.The approbation of students in the experimental group to the TBL teaching was also recorded.Results The results of stage testing in the experimental group were obviously better than those of the control group.The questionnaire results showed that the approbation of students in the experimental group to the TBL teaching reached 93.3％ to 100.0％ in the aspects of developing team cooperation spirit,activate classroom atmosphere,no absence and preparation before lessons,mobilizing the enthusiasm of learning,promoting bilateral communication of teachers and students,increasing the application ability of knowledge and critical thinking ability.Conclusions TBL teaching method can mobilize the learning initative of students,deepen the understanding and memory of knowledge,consolidate the textbook knowledge,widen knowledge and increase the application ability of knowledge,cultivate the team cooperation spirit,and reach the aim of both benefiting teaching and learning.