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Introducción: Las tecnologías de la información y las comunicaciones (ICT por sus siglas en inglés) han originado la enseñanza mediante los llamados entornos virtuales de enseñanza-aprendizaje. La Universidad Virtual de la salud (UVS) de Pinar del Río, es una de las instituciones que se destaca en este quehacer, no obstante, son insuficientes las publicaciones relacionadas con la virtualización de contenidos en la especialidad de Oftalmología. Objetivo: desarrollar una aplicación web para la virtualización de los procesos docentes en la especialidad de Oftalmología en la Universidad de Ciencias Médicas de Pinar del Río. Métodos: La investigación se basa en el enfoque dialéctico. Desde este enfoque se utilizaron métodos de investigación teóricos: análisis histórico lógico, análisis y síntesis, inducción y deducción, y empíricos: modelación y análisis documental. Para la modelación y diseño de artefactos de ingeniería se utilizó el Enterprise Architect y para la elaboración de la web el WordPress. Resultados: Se podrán visualizar los contenidos de la especialidad en cada uno de los años de rotación, tanto en pregrado como en el postgrado, a través de interfaz gráfica amigable, sencilla y amena. Conclusiones: Con la elaboración de esta aplicación web se resuelven problemas de masividad, espacio y tiempo, así como de llevar el conocimiento más actualizado y pertinente hasta donde están quienes más lo necesitan, sin que tengan que ausentarse de su entorno laboral y familiar, de forma masiva.
Introduction: ICT have originated training in the so-called virtual teaching-learning environments. The UVS of Pinar del Río is one of the institutions that stands out in this task; however, the publications related to the virtualization of contents in the specialty of Ophthalmology are insufficient. Objective: to develop a web application for the virtualization of teaching processes in the specialty of Ophthalmology at the University of Medical Sciences of Pinar Del Río. Methods: the dialectical approach is the basis of the research. Theoretical methods used were: logical-historical analysis, analysis and synthesis, induction and deduction; empirical methods included modeling and documentary analysis. The Enterprise Architecture was used for the modeling and design of engineering artifacts, and WordPress was used for the development of the Web. Results: the contents of the specialty might be visualized in both undergraduate and postgraduate years of rotation through a friendly, simple and enjoyable graphical interface. Conclusions: the use of this web application can solve problems of massiveness, space and time, bringing the most updated and relevant knowledge to where people need it, without having to be absent from their work and family environment.
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Objective:To explore the application of artificial intelligence (AI) assistant system combined with case-based learning (CBL) in the teaching of strabismus specialty for ophthalmic residents.Methods:Forty ophthalmic residents who were trained in the Department of Ophthalmology of the People's Hospital of Peking University from January 2020 to December 2021 were divided into control group and experimental group, with 20 people in each group. The control group used the traditional teaching mode, and the experimental group used AI assistant system combined with CBL teaching. At the end of specialized training, the two groups were assessed for theoretical knowledge, clinical skills, clinical thinking and questionnaire survey, and the teaching effect was evaluated. SPSS 26.0 was used for Chi-square test, one-way ANOVA and independent-samples t-test. Results:The scores of theoretical knowledge [(34.10±1.33) points], clinical skills [(24.75±1.02) points] and clinical thinking [(24.80±0.77) points] in the experimental group were significantly higher than those in the control group [(33.15±1.35) points, t=2.24, P=0.031; (23.60±0.82) points, t=3.93, P<0.001; (24.20±0.83) points, t=2.37, P=0.023]. For the evaluation of teaching effect, the experimental group improved the learning interest ( t=11.47, P<0.001), clinical thinking ability ( t=9.36, P<0.001), knowledge and skill level ( t = 17.71, P < 0.001), knowledge sharing ( t=31.17, P< 0.001) and overall satisfaction ( t=10.60, P<0.001), and these 5 aspects were scored higher in experimental group compared with the control group. Conclusion:The teaching mode combining AI assistant system and CBL teaching can improve the independent diagnosis and treatment ability of ophthalmic residents for strabismus diseases, establish a correct clinical thinking path, and obtain a better teaching effect than the traditional teaching mode.
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The National Medical Council (NMC) has mandated that all post-graduate training shall be competency-based, following the principles of Competency. Based Medical Education (CBME). This aims to serve the dual purpose of standardizing ophthalmology post-graduate training and to overcome the shortcomings of the traditional curriculum by employing innovative and interactive teaching–learning and assessment techniques to produce competent ophthalmologists well equipped with clinical, surgical, and professional skills relevant to current times. CBME marks a paradigm shift from traditional curriculum methodologies and involves the introduction of several new concepts. This article aims to highlight the key principles of CBME and the various teaching–learning and assessment technique methodologies which can be employed for post-graduate training. It also highlights the various challenges that are likely to be faced in its implementation and measures to overcome them.
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@#AIM: To investigate the application of PBL(problem based learning)teaching mode in ophthalmology nursing teaching.<p>METHODS: Totally 90 students from two classes of Ophthalmology nursing major were included in the study. The mid-term examination of ophthalmological nursing as baseline. LBL group received traditional teaching(LBL). On the basis of LBL group, PBL+LBL group received PBL. The final examination, course satisfaction and self-subjective feelings of the two groups were compared.<p>RESULTS: There was no significant difference in final scores of basic examinations, operation skills and case analysis between LBL group and its baseline(<i>P</i>>0.05). In PBL+LBL group, the final scores of basic examination, operation skills and case analysis were significantly improved(<i>P</i><0.05). Compared with LBL group, the final scores of basic examination, operation skills and case analysis in PBL+LBL group were significantly higher(<i>P</i><0.05). The interest and satisfaction of students in PBL+LBL group were significantly higher than those in LBL group(<i>P</i><0.05). The percentages who felt making progress in active learning, communication, teamwork, self-study and problem-solving ability in PBL+LBL group were significantly higher than those in LBL group(All <i>P</i><0.05).<p>CONCLUSION: The combination of PBL and LBL can effectively improve the teaching effect of ophthalmic nursing for higher vocational students and lay a solid foundation for clinical work.
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"Si Sheng",including postgraduates,advanced study students,standardized training students and interns,is the main part of teaching work in hospital and department.This article is for meeting the requirement of students and emphasizing all-round preparation of the teaching work and teaching in accordance with their aptitude;pays attention to the combination of various teaching methods,such as training of new technology and new affairs,case discussion,multidisciplinary discussion,standardized teaching rounds and so on;pays attention to collect feedback from students.Those practical works effectively improve teaching quality and standard.
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AIM:To investigate the effect of case-based learning ( CBL) teaching combination with paper review method in the teaching of ophthalmology residents. ·METHODS:The study was conducted from 2015 to 2016. The residents in Department of Ophthalmology, Shanghai Jiao Tong University Affiliated Sixth People's Hospital were included in the research. During the year of 2015, the traditional lecture-based learning ( LBL) method was applied (as a control group). During the year of 2016, the CBL teaching combination with paper review teaching method was applied (as an experimental group). At the end of the course, exams and questionnaires were conducted to evaluate the teaching effect of two different methods. The exams consisted of theoretical and operational assessment. The teaching satisfactions, learning interests, scientific research interests and clinical abilities were included in the questionnaires. The data was analyzed by SPSS 16. 0. ·RESULTS:The results of final exams indicated that the scores of the experimental group (88. 2±6. 5) were higher than the control group ( 75. 6 ± 6. 0 ). The difference showed statistically significant (t=6. 68, P<0. 05). The results of questionnaires indicated that students showed much more satisfied with CBL teaching combination with paper review teaching method ( 91%) than traditional teaching method (50%, x2 =8. 84, P<0. 05). Students in the experimental group improved learning interest ( x2 =6. 29, P<0. 05), increased research interest (x2=4. 54, P<0.05) and approved clinical ability (x2 =4. 25, P<0. 05). The comparison of two groups showed the statistically difference (P<0. 05). ·CONCLUSION: CBL teaching combination with paper review teaching method is beneficial to improve the teaching effect, and it is also beneficial to train residents'clinical skills and research abilities.
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AIM: To evaluate the application and effect of questionnaire based on professional knowledge method combined with problem - based learning ( PBL ) in ophthalmology short-term teaching. METHODS: Ninety non ophthalmic students of Beijing Hospital of Traditional Chinese Medicine from January to August 2015 were randomly divided into observation group (45 students) and control group (45 students). Observation group: using questionnaire based on professional knowledge method combined with PBL teaching method; the control group: using traditional teaching method. RESULTS: The survey results showed that: non ophthalmic students were unfamiliar with eye diseases knowledge; there was no significant difference in the clinical operation examination between the 2 groups (P>0. 05 ). There were significant differences in the eye disease knowledge, eye disease knowledge related to their own major and the total score between the 2 groups (P 0. 05), the differences of improvement rate on other problems between 2 groups was statistically significant ( P CONCLUSION: Questionnaire based on professional knowledge combined with PBL teaching method can effectively improve the learning effect in ophthalmology teaching.
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With the development of medical theory and technology, the traditional teaching patterns have fallen behind the requirements for the training of medical students. Recently, virtual reality techniques have been proved to be effective in the practice of medical education. Through sum-marizing the experience of building simulation systems of eye anatomy, clinical features of eye and simulation practice, the author has elaborated the role of virtual reality technology in ophthalmology teaching theory and practice, which is of profound significance to improve the overall level of ophthal-mology teaching.
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AlM:To investigate the effect of teaching mode of problem- based learning ( PBL ) in the teaching of medical students' clinical ophthalmology. METHODS: Five classes ( total 148 students ) were randomly selected as experimental group, using PBL method, at the same time another 5 classes ( total 151 students) were also randomly selected as control group, using lecture-based learning ( LBL) mode in 2010 grade. The scores of the experimental group were compared with control at the end of term. ln addition, students and teachers were respectively interviewed using self -administered questionnaire to obtain their evaluation for PBL practice. RESULTS:The mean scores of PBL group (78. 35±7. 63) were significantly higher than control group (71. 68±6. 37) (P CONCLUSlON:Using PBL teaching mode can highly improve the teaching effectiveness of clinical epidemiology, which is worth popularizing.