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Objective:To explore the application effect of online-offline mixed teaching mode in the teaching of histology and embryology.Methods:Two classes of students majoring in psychiatry from Batch 2020 were randomized into experimental group ( n = 100), and two classes of students majoring in general practice in 2020 grade were randomized into the control group ( n = 99). The online-offline mixed teaching mode was used in the experimental group, while a traditional teaching mode was used in the control group. The online test scores, final scores and questionnaire satisfaction of the two groups of students were evaluated on the teaching effect. All data were statistically processed by SPSS 19.0, and the comparison between groups was performed by t test. Results:The online test scores of the experimental group [(8.55±1.18) vs. (6.33±0.91)] and final scores [(85.56±3.32) vs. (72.24±2.71)] were significantly higher than those of the control group ( P < 0.05). Compared with the control group, the experimental group's satisfaction scores of the online-offline mixed teaching mode were significantly higher in students' learning interest, learning autonomy, time management ability, teamwork, interactive communication, knowledge understanding and memory ability ( P < 0.05). Conclusion:The online-offline mixed teaching mode can improve the histology and embryology teaching effect and promote the students' interest in learning and autonomous learning ability.
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Objective: To explore the feasibility and effects of teaching with tissue construction thinking of organ in histology and embryology. Methods: One hundred twenty students from four year 2017 clinical major classes in Mudanjiang medical university, who participated in the study of histology and embryology, were consecutively selected. Traditional teaching mode which is lecture-base learning was used in the control class, while the experimental class was taught by tissue construction thinking of organ, the evaluations were taken at the end, including questionnaires and exam scores of four classes. Results: The experimental class was distinctly superior to the control class in learning interest, innovation ability, self-study ability, manipulative ability, psychological quality and team spirit (P<0.01), and in exam scores also (P < 0.05). Conclusion: Tissue construction thinking of organ is particulary adapted to the teaching of histology and embryology. The thinking can play a vital role in resolving the problems in teaching of Histology and embryology. And it will also help to cultivate high-quality applied medical talents with innovative ability.
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Objective To discuss the application of blending learning based on MOOC in Histology and Embryology, so as to improve students' learning effectiveness. Methods Nursing undergraduates in class one of 2017 grade were randomly selected as experimental group (n=47) , and nursing undergraduates in class two as control group (n=48), with blending learning and traditional teaching model adopted, respec-tively. SPSS 19.0 was applied to processing the data and T test were used to compare the results of the final exam of this course and the evaluation scale of students' independent learning ability in two groups. Results The experimental scores [(24.22±5.08) vs. (18.49±4.65)], paper test scores [(52.37±6.24) vs. (47.15± 5.99)], and total score [(76.61±7.22) vs. (62.83±7.36)], which shows the scores of experimental group were statistically higher than those of the control group. According to the evaluation scale of students' inde-pendent learning ability, the self-learning ability of the experimental group was better than that of the control group, with significant differences (P<0.05). Conclusion Blending learning can be applied to the teaching of Histology and Embryology, which can effectively improve learning quality, with satisfactory teaching effects to both teachers and students.
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Objective In view of the trend of networking development in modern high education and the characteristics of students' strong self-learning ability, Peking Union Medical College established a multimedia morphological teaching website from 2013 including human anatomy, neuroanatomy, histology and embryology.Methods According to the teaching demand, the use of the ASP script, combined with Mysql database completed the website development, from the interface design to the curriculum, the syllabus, presentations and laboratory videos uploading.Results Through the questionnaire survey, 45% of the students use website more than 3 times a week, and course content column has the highest use frequency (79%).An independent learning platform effect has been achieved.Conclusions After nearly 4 years exploration and practice, multimedia website has become an important part of morphological courses, as a kind of new teaching mode, not only popular for college teachers and students, but also widely used in clinical teaching.
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Discussion teaching mode was carried out in the teaching of histology and embryol-ogy for clinical medical undergraduates in Chongqing Medical University from aspects of proposing questions, group learning, class discussing and summarizing. Classroom tests were accompanied to evaluate the teaching effect. It showed the discussion teaching achieved satisfactory effects. The correct answer rate of 92.36%students was≥60%. Students not only acquired knowledge but also increased their comprehensive abilities. The well-supervised topics, active participation of students and timely summary of teachers at the end of the class were the key factors in the practice of the discussion teaching mode.
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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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Course examination and evaluation of accomplishment is a very important part in the course of talent cultivation.Examination model combining formative evaluation and summative evaluation was applied in histology and embryology course by teaching and research section of histology and embryology in Chongqing Medical University.Formative evaluation use several indicators including class learning,class testing,homework,web-based learning and comprehensive learning to evaluate learning attitudes,levels and ability of student.More than 90％ students agreed with new examination evaluating system.This examination improvement was recognized by teachers since it strengthen students' ability of open learning and lifelong learning as well as provided teachers with lots of experiences.
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It is important and necessary for the teaching process in histology and embryology integrated by psychological quality.The psychological quality of teachers can be improved by professional training and by themselves.Teachers should teach everyone differently according to the different psychological character of medical students who are born after 1990.Teachers can improve psychological quality of medical students in teaching process including the discussion,visiting the embryo sample and the second class.
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The examination of Histology and Embryology was reformed by trying competition-oriented test based on an exam system which is supported by attitude assessment and achievement in learning process.The students welcome the system for its advantages such as the original and various forms,its inspiration of enthusiasm and innovation and its humanism.The system contained processional assessment and final assessment as well.Yet the practiser should increase the rate of written examination to keep the fairness.
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The set up of Interactive digital microscopy laboratory is the first leap of a mod-ern mode of teaching microscopic morphology,which has caused the tremendous changes in teaching experimental histology and embryology.Compared with the traditional teaching mode,it has made the histology and embryology experimental teaching efficient,improved the training of students'ability levels and strengthened students graphics capabilities,which is an important part of experimental teaching in histology and embryology.
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The teaching method of histology and embryology experiment course are dis-cussed in this article and the teaching test,and some thoughts and experiences about how to im-prove the learning activeness of students are introduced as well.
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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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Objective:To explore the effect of bilingual teaching applied to the classes of histology and embryology.Methods The bilingual teaching was tentatively preformed in a part of the undergraduates in our school during their classes of histology and embryology.Results The effect of bilingual teaching was obviously superior to the traditional one.The theory examination scores and the ability of reading and using professional English were higher in the class which employed the bilingual teaching than in the control ones.Some students thought that the bilingual teaching could mobilize their activities.Conclusion The application of bilingual teaching in Histology and Embryology has a positive significance to improve the quality of teaching.
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Histology and Embryology is a very important basic curriculum of medicine. It is directly related to the freshmen’s interest in learning medicine continually. New teaching model pays close attention not only to knowledge and phenomena but also to the essence and the design idea of the structure of human body. New teaching model attempts to arouse the students’strong desire for exploration and interests in medical sciences.
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We analyzed the final test papers for Histology and Embryology among the seven-year program students from 2000 to 2004 in our university to evaluate the quality of the test paper and teaching effects so as to find the weaknesses and problems in teaching.The results showed that the test papers were reliable because of comprehensive test items,moderate difficulty and reasonable score distribution,and the score could image the level of students in truth.But the gap between good scores and bad scores is rather obvious,Teachers must help the students who have difficulties in learning Histology and Embryology and shorten the gap in the future.