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Objective:To explore the application of sound thinking combined with Sandwich teaching in oncology nursing practice teaching.Methods:A total of 68 nursing students who were interns in the Department of Oncology, The First Affiliated Hospital of Air Force Medical University from 2020 to 2021 were included in the study, and they were divided into a control group ( n=34) and an observation group ( n=34). The control group took routine teaching for interns, while the observation group took sound thinking combined with Sandwich teaching. The examination results, critical thinking abilities, and the evaluation of nursing teaching effectiveness of the two groups of nursing interns were evaluated. SPSS 22.0 was used for Chi-square test and t-test. Results:The examination scores of nursing students in the observation group were higher than those in the control group ( t=3.44, 2.87, 3.45, P<0.05). Compared with those before training, the scores of critical thinking ability of nursing interns in both groups increased after the training, and the observation group was better than the control group ( t=0.180, 3.64, 0.61, 2.92, 0.31, 2.74, 0.45, 2.65, 0.25, 3.58, 1.16, 2.85, 0.36, 3.20, 0.33, 2.38, P<0.05). The scores of autonomous learning ability, communication and collaboration ability, independent thinking ability, clinical reasoning ability, and problem-analyzing and -solving ability in the observation group were higher than those in the control group ( t=2.82, 3.46, 2.68, 3.29, 2.44, P<0.05). Conclusion:Combining sound thinking with Sandwich teaching in nursing clinical practice teaching in department of oncology can improve the examination scores of nursing students, improve their critical thinking abilities, and enable them to give a high evaluation of nursing teaching effectiveness.
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Objective:To evaluate the effects of learning initiative on teaching effectiveness.Methods:The research subjects were the 2nd year medical students of Tongji Medical College of Huazhong University of Science and Technology. The learning initiative factor was calculated from the data of the attendance registration of the on-line learning of Physiology, and the performance of the on-line test was used as an evaluation indicator of teaching effectiveness. SPSS software was used to perform correlation analysis between the learning initiative factor and teaching effectiveness. Results:We found that learning initiative could significantly affect the teaching effectiveness, with differences among different specialties. There was a positive correlation between learning initiative and teaching effectiveness in clinical and pediatric medicine, while no correlation was observed in preventive medicine and medical imaging.Conclusion:In conclusion, learning initiative can affect teaching effectiveness, and the intensity of this effect shows difference among different specialties.
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Objective:To evaluate the teaching effectiveness of independent experimental design from students' active learning behavior, and further provide the basis for advancing the reform of functional experimental teaching and teaching quality.Methods:In June 2019, 186 undergraduates (5-year-programme and 8-year-programme) of Xiangya School of Medicine were included in the teaching research. Self-administered questionnaires were applied to characterize students' active learning behavior in independent experimental design education. Spearman rank correlation analysis and Logistic regression analysis were used in the study. SPSS 23.0 was used for descriptive analysis of the data.Results:During the independent experimental design, 85.0%(158/186) of the students thought it was necessary and important to conduct independent experimental design education; 72.6%(135/186) of the students tentatively raised new scientific questions; 97.8%(182/186) of the students actively searched literature; 77.4%(144/186) of the students participated in reply positively. The value of correlation coefficient of actively learning behavior "tentatively raising new science questions" and teaching effectiveness "improving the ability of scientific thinking" was 0.81. And only 42.5%(79/186) of the students agreed that students needed to summarize after reporting.Conclusion:Independent experimental design education is welcomed and widely accepted by students, which has effectively improved the capacity for scientific research and innovation spirit of students. Whether students' active learning behavior can be fully mobilized in the education practice is closely related to the teaching effect. And the cultivation of leadership and leading consciousness still need to be improved.
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Objective To explore the application of the model centering on organ system teaching in experimental diagnostics and evaluated its teaching effect.Methods A total of 185 clinical medical undergraduates of grade 2012 and 2013from School of Basic Medical Science in Tianjin Medical University joined the integrated curriculum of laboratory diagnostics for liver disease (abbreviated as integrated group).All of the teachers from varied professional fields were reconstituted into integrated teaching group.Training lecture was unified according to the new integrated teaching material.In order to make a contrast,180 clinical medical undergraduates of the grade 2010 and 2011 were involved in traditional laboratory diagnostics curriculum (abbreviated as traditional group).The results of terminal test of the integrated group and traditional group were analyzed with SPSS 21.0 software and Excel 2007.Glossary items,multiple choice,were indicated by scoring rate,and the objective items and subjective items total scores were indicted by real scores.Results Significant difference was found in the scoring rate of the glossary items,objective items,subjective items and the total scores between the two groups (P＜0.01).The records of students were [75.00％ (50.00％,100.00％)],(72.28 ± 22.63),(90.70 ± 22.36),(79.96 ± 18.59) in the integrated group and [66.67％ (33.33％,83.33％)],(61.43 ± 28.85),(72.92 ± 22.14),(69.10 ± 17.95) in the traditional group.The scoring rate in the integrated group was higher than that in the traditional group (P＜0.01).But the records of multiple choice were [100.00％ (0.00％,100.00％)] in the traditional group and [66.67％ (66.67％,100.00％)] in the integrated group.Conclusions The model centering on organ system teaching model is much more reliable and it may improve the teaching quality.
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Objective To explore the application effect of debate teaching in food toxicology teaching.Methods Taking the chapter of mutagenic effect of exogenous chemicals in the course of food toxicology as an example,totally hygiene quarantine specialty undergraduate students from March 2015 to July 2016 in our school for the course of Grade 2014 (n=37),Grade 2013 (n=49) were selected as subjects and conducted debate teaching and traditional teaching comparison.The students of Grade 2014 took the traditional teaching method as the control group,while the students of Grade 2013 took the debate teaching method as the experimental group.After the teaching of two groups,quizzes were used.to evaluate the students' learning of this course.In addition,the students in the debate teaching group were investigated by the questionnaire of the students' satisfaction with the teaching method and the learning performance of the students in the teaching practice at the end of the quiz.T test was conducted on the test scores of two groups of students by SPSS 16.0.Results The average test score of the students in the experimental group was higher than that of the control group [(7.24 ± 0.66) vs.(6.35 ± 0.82),t=5.575,P=0.000].49 questionnaires were issued to the students in the experimental group,and 49 valid questionnaires were recovered.The majority of students believed that the debate teaching method aroused their interest in the course of learning and enhanced their abilities and qualities.Conclusions The application of debate teaching in food toxicology teaching has good effect,and it can train students' comprehensive ability.
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PURPOSE: The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy. METHODS: The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis. RESULTS: The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation. CONCLUSION: The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.
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Learning , Principal Component Analysis , Psychometrics , Surveys and Questionnaires , United StatesABSTRACT
Objective To investigate the teaching effectiveness of preventive medicine and ask the students for feedback on the curriculum in order to reform the teaching methods.Methods Questionnaire survey.Sampling survey.Results 89.2％ of students have realized the importance of preventive medicine.Respectively 16.4％ and 7.5％ of students have no interesting on the curriculum due to teachers'matter and students' idea that the course is uselessness for their major and future career.75.1％ of students are interest in Nutrition and Food Hygiene,35.2％ of students dislike Medical Statistics,and 45.3％ of students think the most tough part is Medical Statistics.78.9％ of students wish to have more practice lessons.30.5％ of students do not ask teachers questions because of no communication with teachers after class.Conclusions Preventive Medicine is still ignored by a few students.The more tough the content is,the less interest the students have. Repeatedly emphasizing the importance of Preventive Medicine in medical education,adopting and combining with the community practical cases in class lectures and frequently communicating between teachers and students after class are suggested.
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Objective To explore the effects of the integrated teaching," teaching,studying and doing",which designed according to the nurse's core competency. Methods The integrated teaching of "teaching,studying and doing" was applied to the experimental class. The basal portions of the integrated teaching were as follows:searching for the Internet information,Sharing information between groups,per-forming cleaning care for the elders living in welfare agency according to nursing process,writing Nursing History or reflections. Results Comparison of mean scores between the experimental class and the con-trol one predicted significant differcences on theoretical and practical test,and the former was better than the Last. Conclusions The integrated teaching designed according to the nurse's core competency was more effective than the traditional teaching method,since the students from the experimental class valued the knowledge and skills immanently,and were involved in applying,reviewing them in time.
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@#ObjectiveTo investigate the effects of task-driven teaching mode on physical therapy teaching in higher vocational education. Methods40 students in 2006 rehabilitation class were taught with routine mode as the control group, while 35 students in 2007 rehabilitation class taught with task-driven mode and routine mode as experimental group. ResultsAt the end of the course, the results of examination in theory and practice were better in the experimental group than control group (P<0.01). 85.71%～94.28% students in the experimental group said that the task-driven teaching mode could improve their comprehensive quality especially the skill of practice, as well as the interest and ability of learning. ConclusionTask-driven teaching mode can improve the teaching effect on physical therapy, and received by most of the students.
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This article expounds the existing situations in which the multimedia courseware has been applied widely in the institutions of higher learning,and emphasizes the importance and necessity of establishing and improving the assessment system of multimedia courseware.It forwards the principles of establishing the assessment criterion to be scientific,educative,technical,artistic and assistant,and furthermore lists measures to prepare and operate courseware,proposals to assess the teaching effectiveness.