ABSTRACT
Background: With the advancement of technology young generation i.e. students are friendlier with the electronic media for communication and understanding the concept. While some students still think that the older method such as use of blackboard is the better way for understanding or explains the concept. There are various studies were conducted to understand the perception of students regarding various teaching and learning media in overall curriculum but very few are conducted in students led seminar. Aim and Objectives: To compare the perception of students to the blackboard presentation and to the power point presentation in students led seminar. Material and Methods: A pre-designed, pretested self-administered questionnaire was prepared regarding perception of students on blackboard and PowerPoint presentation in learning process. Total 15 parameters were included in the questionnaire. Results: In this study 54% of students prefer the PowerPoint presentation (PPT) over the blackboard presentation (46%) as the best teaching method in the seminar. With the PPT presentation better demonstrations of clinical conditions and important points can be recalled during summarization of the topic. Blackboard teaching stimulates the interest and more stress on important point is given. Students and presenter’s interaction is better in Blackboard presentation. Conclusion: Our study demonstrates that seminar delivered using PPT was more appreciated and preferred by the students.
ABSTRACT
Background: Every teaching technique has its limitations and the need to evolve with changing times is required. A combination of these techniques may be useful to solve the problems that these methods have individually. However, there are no studies which provide a comparison between the three modes of teaching, that is, blackboard and Power Point presentation (PPT) combined, blackboard only and PPT only. Aim and Objectives: In this study, we aim to find out the difference between the three modes of teaching, that is, blackboard and presentation combined, blackboard only and presentation only in terms of academic performances of the students in the subject of pharmacology and the feedback received from them. Materials and Methods: The total batch of 150 students was divided into three groups of 50 students each. Each group was taught one topic through only one mode of teaching such that alternatively every group is exposed at least once to every mode of teaching. Pre-test was taken from all students before the start of the topic and post-test was taken after the end of the topic. Every group also filled a pre-validated feedback form with answers in either yes or no, at the end of the topic. The data were analyzed between the three groups in the form of percentages. One-way ANOVA test was used to find the comparison between mean values of marks scored in the tests and feedback between the three groups. Results: Blackboard and PPT combined (96.05%) received the highest positive feedback response followed by blackboard only (90.48%) and PPT only (87.42%) modes. The average scores in all the post-tests in all groups were higher than the pre-tests score;, however, the difference between them was not significant. Conclusion: In this study, we conclude that the combination of blackboard and presentation technique is the best mode of teaching to the students in the subject of pharmacology because it provides the interaction of classroom as well as the visual aid of important topics and images.
ABSTRACT
Background: Lectures have always been the most popularly used teaching-learning method since time immemorial. However recently in today’s computer age, PowerPoint method has gained popularity over traditional blackboard teaching method. The use of the blackboard by a teacher depended on teacher’s ability to draw and write on the board. It provided a variety of opportunities for modifying the presentation of the subject content. Chalkboard aid is inexpensive, easy to clean and reuse, allows students to keep pace with the teacher, and is not dependent on electricity. PPT has the advantages of using colors, fonts, diagrams, and animations. Aim and Objective: The aim of this study was to compare blackboard teaching method with PowerPoint teaching method by pre- and post-questionnaire and evaluation of feedback from 1st year MBBS students in the subject of physiology. Materials and Methods: This comparative study was conducted at Nootan Medical College and Research Center, Visnagar, Gujarat on October–December 2019 as a part of Project for the Advance Course in Medical Education. A total of 150 students were participated and their consent was taken. After that, students were divided randomly into two groups, Group A and Group B, each having 75 students. Two different topics with same difficulty level were taught to both groups by both the methods with pre- and post-test of five multiple choice questions. After that, feedback questionnaire with ten questions was given to both groups regarding both the methods. Results of pre- and post-test were analyzed by paired t-test. Results: Mean post-test result for blackboard method was slightly higher than that for PowerPoint Method. Values are statistically significant when analyzed by Paired t-test. Conclusion: Blackboard teaching method is preferred over PowerPoint teaching method in the learning physiology by 1st year MBBS students. Blackboard teaching method has more retention rate, better understanding of topic, and more interactive, effective, and sufficient time available for taking notes.
ABSTRACT
BACKGROUND@#The global pandemic greatly affected the educational system. Schools and universities were necessitated to adapt from a traditional classroom set-up to an online virtual mode of learning. The University of Santo Tomas – College of Rehabilitation Sciences adapted Blackboard as its primary learning management system, bringing new perceptions and opinions among its primary users- the faculty and students.@*OBJECTIVE@#The study’s objective is to determine the perception of students and faculty from the CRS on using Blackboard as a medium for enhanced virtual learning during the pandemic.@*METHODOLOGY@#Researchers will utilize phenomenological qualitative research for this study as it seeks to study the living experiences of students and faculty members during the pandemic concerning online classes compared to face-to-face courses. Purposive sampling via maximum variation will be used to recruit 3rd year and 4th-year students and faculty members who experienced both face-to-face and online classes. The researchers will employ guide questions during the focus group discussions (FGD) conducted via Zoom. Transcripts will be analyzed using thematic analysis through Nvivo following Hancock’s guidelines. The researchers will use the CORE-Q checklist to appraise the paper and affirm its validity.@*EXPECTED RESULTS@#The findings will include the varied perceptions of students and faculty about using Blackboard for online learning during the pandemic. Results are expected to help the education stakeholders better understand the perceptions of faculty and students to evaluate the use of the learning management system, amend necessary changes, and create relevant policies for the betterment of online learning delivery. Transcripts are expected to result in themes and subthemes that will help researchers identify the features of Blackboard that aid in the delivery of faculty lessons and students’ learning process.
ABSTRACT
Resumen Este estudio examina las valoraciones que tienen las estudiantes de Psicología de la Universidad de los Emiratos Árabes Unidos (UAEU) sobre el uso de Blackboard™ como herramienta para la formación científica profesional. Según los resultados de una encuesta aplicada a las estudiantes, tanto de pregrado como de posgrado, se identificaron algunas de las experiencias que afectan la adquisición de conocimientos y el desarrollo de habilidades científicas cuando se usa un Sistema de Gestión del Aprendizaje (SGA). El análisis cualitativo de las respuestas se abordó teniendo en cuenta las directrices de la teoría fundamentada. Las afirmaciones resultantes en la encuesta se clasificaron en tres dominios: el primero cubrió las experiencias previas (emocionales y cognitivas) de las estudiantes en el uso de Blackboard; el segundo comprendió las creencias de las estudiantes en el uso de Blackboard como herramienta para la gestión de aprendizaje, y el tercer dominio refirió las expectativas en el uso de Blackboard como herramienta para el entrenamiento en investigación. Los resultados del análisis indican que con Blackboard se desarrollan actitudes positivas para el aprendizaje en Psicología, pero que tales experiencias no les permiten inferir si Blackboard les servirá en su trabajo profesional desde una perspectiva científica. Las estudiantes consideran que Blackboard es muy eficaz para el aprendizaje de teorías y muy útil para compartir información, pero menos eficiente en el aprendizaje de métodos para investigar, interpretar y redactar informes. En general, Blackboard fue mejor valorado en aspectos administrativos que como herramienta para la formación académica, y mucho menos para el desarrollo de la investigación científica.
Abstract This study examines the appraisals of Psychology students at United Arab Emirates University (UAEU) in the use of Blackboard™, as a tool for professional scientific education. The objective of the research was to investigate the assessment that Psychology students have regarding the use of the Learning Management System, as well as to investigate their expectations about training, learning and the ease in transmitting and creating knowledge when they use Blackboard. Based on the results of a survey applied to both undergraduate and graduate students, some of the experiences that affect the acquisition of knowledge and the development of scientific skills when using a Learning Management Systems were identified. The survey focused on three areas: the self-assessment of the students of Psychology of the UAEU in the use of Blackboard in relation to their emotions, as well as the use of Blackboard to transmit and create knowledge, and finally, their general evaluations and attitudes about of research activities in a Learning Management System. The qualitative analysis of the answers was addressed taking in account the guidelines of the "grounded theory". The resulting statements in the survey were classified into three domains. The first one covered the previous experiences (emotional and cognitive), of the students in the use of Blackboard, the second one included the beliefs of the students in the use of Blackboard as a tool for learning management, and the third domain referred to expectations in the use of Blackboard as a tool for research training. The results of the analysis indicate that the use of Blackboard develops positive attitudes for learning in Psychology, but they also indicate that such experiences do not allow students to infer whether Blackboard serves them in their professional work from a scientific perspective. The results indicate a general convergence of the students' evaluations in most of the items, both in introductory and advanced undergraduate courses, as well as for postgraduate courses. The students' narratives of their learning experiences reflected some of the key themes of using Blackboard. The relationship between technology and learning is highlighted in the sentences of the students in a positive way, since most think that Blackboard is useful for learning, but they cannot perceive whether Blackboard serves to create knowledge or to develop research. The generally positive rating that the students gave to using Blackboard confirms initial assumptions about the use of the system in learning, which underscores the positive attitude of the students to work in a Learning Management Systems environment. However, feedback from graduate students indicates that learning can enhance with the use of a Learning Management Systems. Students consider that Blackboard is very effective for learning theories, and very useful for sharing information, but less efficient in leaning methods to investigate, interpret and write reports. In general, Blackboard was better valued in administrative aspects than as a tool for academic training, and even less so for the development of scientific research. As a general conclusion, students tend to consider Blackboard to be a tool that facilitates administrative processes, but they have not "discovered" the possible advantages that Learning Management Systems could have as a support to research.
ABSTRACT
Blackboard writing undertakes the dual task of knowledge transmission and classroom culture inheritance. Well-designed blackboard writing will not only help students to better memorize, understand and construct knowledge framework, but also create a serious but lively classroom atmosphere, strengthen the soul of moral education in the classroom, leading to improved quality of education. Taking the practice of blackboard writing in teaching the Biochemistry course as an example, the authors categorized the blackboard writing approaches according to the teaching objectives to be achieved, and discussed the necessity and application scope of each type of blackboard writing approach in the multimedia era. Our goal was to make blackboard writing, a conventional teaching approach, play an important role in the new era of classroom education.
Subject(s)
Humans , Students , WritingABSTRACT
Objective:To explore the application and effect of mixed teaching based on Blackboard network teaching platform in basic chemistry teaching.Methods:The study included in 240 undergraduate students majoring in clinical medicine of Batch 2018 as the research subjects, and they were divided into the experimental group and the control group, with 120 students in each group. The control group was taught by the traditional teaching mode, and the experimental group was taught by mixed teaching method based on the Blackboard network teaching platform. A unified test was conducted for both groups of students. At the end of the course, a questionnaire survey was conducted among the students in the experimental group. SPSS 13.0 was used to process the data and independent sample t-test was performed. Results:The overall scores of the experimental group [(76.45 ± 2.62) points] were higher than those of the control group [(65.38 ± 3.09) points], with statistical significance ( t = 19.472, P < 0.001). The experimental group's satisfaction with the mixed teaching method was more than 75%. Conclusion:The mixed teaching method based on Blackboard network teaching platform is helpful to improve the quality and effect of basic chemistry teaching, and improve students' autonomous learning ability.
ABSTRACT
Background: A right concept has to be obtained to the medical student’s during their under-graduation periodbecause knowledge of Anatomy forms the basic foundation for most of clinical subjects like Medicine, Surgery,OBG, ENT, Ophthalmology, Orthopedics, Radiology and Neurology. So, we professors need to give a clear tridimensional familiarity of human body using best teaching methodology. In medical education technology, thereis a swift change from Blackboard to virtual simulations and other teaching methodologies. So we have takenfeedback from the students so that the best teaching aid and method can be adopted to improve their academicperformance. The study was designed to know the preferred one amongst teaching aids like traditional chalk &board versus Power Point Presentation among the 1st Year MBBS students.Methods: For a period of 3 years150 MBBS students of 2016-17 batch from Malla Reddy Institute of medicalsciences, Suraram, 2017-2018 batch of Maheshwara Medical College and Hospital, Chitkul village, Patancheru,and 2019-20 batch from Mamata Academy of Medical sciences, Bachupally of Telangana state were selectedand delivered Anatomy lectures for a period of 3 months. The questionnaire was prepared covering the differentaspects of the lecture and was asked to voluntarily go through the questionnaire and evaluate their preferencesafter each class.Results: Out of 450 students of 3 consecutive years Blackboard was preferred by 139 students, 90 studentspreferred PowerPoint Presentation and 183 students preferred both the teaching methods and 38 students wereabsent totally.Conclusion: By using and adopting the best teaching aids the teacher can improve the academic performance ofthe students. Thus, there is a scope for improvisation in medical education and forming a strong basic foundationfor medical graduates
ABSTRACT
Background: Students favthisteaching methods employing combination of audio visual aids and blackboard teaching over didactic lectures not using these aids. Different methods of lecture are-blackboard teaching, power point presentations (PPT) and mix of aids. This study was primarily done to know the students’ attitude and preferences regarding the lectures using PowerPoint (PPT) presentations and the traditional ‘black-board teaching’ method with an aim to improve the quality of didactic lectures in pharmacology by their appropriate use in further teaching – learning process, with an aim to improve their use in didactic lectures.Methods: A questionnaire-based observational study (annexure-1) observational study was conducted among all the medical students of 4th semester MBBS attending theory classes in the department of Pharmacology in Gandhi Medical College, Bhopal.Results: In this study, as a whole Majority 68 % (42 students) of students preferred mix of aids as teaching method over blackboard and power point. Sixty two students participated in the study out of which 58% (36) were male and students 42% (26) were female. Students told that the lectures using mix of aids were well organized and the lecture contents were well informative. As far as matter of suggestions is concerned 46 (74.2 %) students gave suggestions to improve teaching methods. As compared to blackboard the lectures taken on PowerPoint were clearly visible and well audible to all the students of the classroom..Conclusions: This study demonstrates that lectures delivered by using a mixture of audio visual aids are more appreciated by the students over blackboard teaching and power-point teaching individually. For further improving their lectures, if possible teachers should plan to implement feasible student suggestions by using a combination of audio visual aids.
ABSTRACT
Background: The use of electronic media and audio-visual aids for teaching has become increasingly common in medical colleges. This teaching method is considered superior to blackboard and chalk by majority of the students and teachers. But the quality of medical education has not drastically improved in comparison. This study compares the impact of lecture delivery using PowerPoint presentation as opposed to blackboard and chalk in medical students attending pharmacology classes.Methods: This was a cross sectional study done in the second year MBBS students attending pharmacology classes in the Department of Pharmacology at Government Medical College, Thrissur in the year 2017. Students were given lectures on two similar topics, one using PowerPoint presentation and the other using blackboard and chalk by the same teacher. The students were given a post-test after each lecture and marks were analysed using Independent student’s t test. A feedback was also taken from the students regarding the two lecture delivery methods and the data is expressed in percentages.Results: This study was done in 149 medical students who attended pharmacology classes. The students scored significantly higher marks in the post-test when the lecture was taken using black board and chalk (p <0.001). 58% of the students preferred lecture delivery using PowerPoint compared to 38% preferring black board and chalk. 4% of the students considered both methods equally good.Conclusions: Lecture delivery using black board and chalk was found to be more efficacious than power point presentation when the marks of the post-tests were compared. However, majority of the students preferred lecture delivery using power point to blackboard and chalk.
ABSTRACT
With the rapid development of multimedia teaching, this article is to declear the necessity of traditional blackboard in the teaching of medical genetics. Multimedia is not a versatile teaching model, and the weakness of the traditional teaching method are increasingly prominent. This article mainly discusses that how blackboard teaching effectively makes up for the deficiencies of multimedia teaching, from the four parts including the integrity of knowledge system, deductive teaching, teaching flexibility and the interaction between teacher and student. Therefore, the traditional blackboard teaching advantages and is very important in the teaching of medical genetics. The reasonable combination of the two teaching methods will sufficiently improve the effectiveness of classroom teaching.
ABSTRACT
El presente trabajo tiene el objetivo de mostrar las potencialidades que tienen los Recursos Educativos Abiertos obtenidos de las actividades realizadas en el marco del proyecto de Telenfermería, en la modalidad de teleconferencias, con el propósito de ser reutilizados, para fines académicos, en la formación de los procesos en enfermería. Se realizó una revisión bibliográfica y documental de las actividades realizadas, desde diciembre del 2011 hasta julio del 2014, a través de las salas virtuales de la Red de Enfermería Informática, evidenciadas en las grabaciones de estas sesiones de trabajo que se encuentran enlazadas en el sitio web de la REDENFI, en el Aula Virtual de la ENSAP y el Repositorio del Campus Virtual de la Salud Pública, además se valoró el registro de participantes en la base de datos diseñada para este fin. Se trasmitieron a través de las plataformas de Elluminate y BlackBoard 1 taller, 8 entrenamientos, 8 reuniones virtuales y 15 teleconferencias. Las teleconferencias y los entrenamientos están disponibles para ser reutilizados como Recursos Educativos Abiertos, según las necesidades de los profesores, estudiantes y comunidad virtual de enfermería en general, esto ha permitido que progresivamente el personal de enfermería identifique la potencialidad y el alcance que tiene esta herramienta, para el intercambio científico y las actividades académicas en la formación de enfermeira.
The present paper was aimed at showing the potentialities of Open Educational Resources obtained from activities of telenursing project, teleconference modality, which can be reused for academic purposes in the processes of nursing formation. A literature and documentary review of these activities performed from December 2011 until July 2014 through virtual classrooms of the informatic nursing network and shown in the recording of these working sessions that are linked in REDENFI website, in the virtual classroom of ENSAP (National School of Public Health) and in the Repository of the Virtual Public Health Campus. The registration of participants in the database created for this purpose was also assessed. Elluminate and BlackBoard platforms allowed broadcasting one workshop, 8 training courses, 8 virtual meetings and 15 teleconferences. Teleconferences and training courses are available for reuse as Open Educational Resources according to the requirements of professors, students and the virtual nursing community in general. All this has made it possible that the nursing staff gradually realize the potentialities and the scope of this tool for the scientific exchange and the academic activities in the nursing formation.
Subject(s)
Education, Distance/methods , Education, Nursing, Graduate/methods , Information Technology/methods , User-Computer Interface , Video-Audio MediaABSTRACT
Blended learning (BL) refers to the combination of approaches to learning and teaching using a variety of delivery modes. It is playing an increasingly prominent role in medical education. Its strategy includes the combination of traditional face to face learning with e-learning, multimedia videos, online discussions and computer-based assessments. This paper discusses the steps undertaken in implementing an e-learning model through the utilization of a Blackboard system. The phases involved in the implementation include: 1) Training and Familiarisation: introductory learning session with hands-on trial and explanation of the system and its capabilities; 2) Deepening Understanding: formal training with real time trials and demonstration, as well as more complex problem handling; 3) Feedback: trainees and supervisors present and share experience of using the system and how to improve/ enhance it; 4) Assimilation and integration: final stage where knowledge and skills learnt are blended into clinical applications in daily practice. In combining e-learning with other forms of learning under the umbrella of BL, there could be a notable shift from a teacher-oriented model to an active learner- centred one. The whole process emphasizes active learning, with collaboration between learners and supervisors, for the eventual delivery of best clinical care to patients.
ABSTRACT
El trabajo colaborativo y aprendizaje en red, constituye una estrategia vinculadora, de articulación e intercambio entre instituciones y/o personas, que deciden asociar voluntaria y concertadamente sus esfuerzos, experiencias y conocimientos para el logro de fines comunes, este intercambio tendrá un mayor alcance si son apoyados por las tecnologías de la información y las comunicaciones (TIC) como alternativas de comunicación. La red de enfermería Informática de Cuba se ha propuesto varios objetivos de trabajo que permitan el empoderamiento de estas herramientas para la gerencia, asistencia, docencia e investigación, con el objetivo de facilitar la articulación entre los miembros de la red y sus grupos a través de una plataforma fácil y amigable, que permita el intercambio y fortalecimiento de la actividad de enfermería, la educación permanente y la investigación en este campo de acción. Se realiza una revisión bibliográfica y documental de las actividades realizadas a través de las grabaciones efectuadas en la sala virtual y el registro de participantes en la base de dato. De diciembre del 2011 a noviembre del 2013 se ha trasmitido a través de teleconferencias un Taller, 3 entrenamientos en Elluminate, 8 Reuniones virtuales y 11 teleconferencias. Se ha logrado progresivamente que el personal de enfermería identifique la potencialidad y el alcance que tiene esta herramienta, para el intercambio científico y las actividades académicas, cumpliéndose así los objetivos propuestos en el presente trabajo(AU)
The collaborative work and the networked learning are a linking strategy of articulation and exchange among institutions and or/persons that decide to combine in a voluntary and concerted way their efforts, experiences and knowledge to attain common objectives. This exchange will have greater scope if they are supported by the information and communication technologies (ICT) as communication alternatives. The informatic nursing network of Cuba has several work objectives that allow the empowerment of these tools for management, assistance, teaching and research. The aim is to facilitate the articulation among the members of the network and their groups through an easy friendly platform encouraging exchanges and strengthening of the nursing activity, permanent education and research in this field. A literature and documentary review of the activities was made through recordings taken in the virtual room and the register of participants included in the database. From December 2011 to November 2013, one workshop, 3 Elluminate-based training courses, 8 virtual meetings and 11 teleconferences have been transmitted. It has been managed that the nursing staff gradually identifies the potentialities and the scope of this tool for scientific exchange and for academic activities, thus complying with the set objectives of the present paper(AU)
Subject(s)
Humans , Learning , Computer Communication Networks , Telecommunications , Review Literature as Topic , Databases, Bibliographic/trendsABSTRACT
Introducción: por ser el medio más tradicional y por disponer todas las aulas de ella, hay que aprovechar al máximo toda la potencialidad y valor pedagógico que nos puede brindar una pizarra bien utilizada. Objetivo: determinar la importancia de la pizarra como medio de enseñanza para los profesores y estudiantes y los beneficios que reporta su uso. Métodos: se realizó una investigación exploratoria a profesores de la asignatura de Ginecología y Obstetricia y a estudiantes que la cursaban en la Facultad de Ciencias Médicas Dr Miguel Enríquez. Como técnica de exploración se utilizó la encuesta. Resultados: el 75 por ciento de los profesores encuestados reconocieron la importancia de este medio de enseñanza con una frecuencia de uso de un 87,5 por ciento. El 55,2 por ciento de los estudiantes se mostraron de acuerdo en su importancia y el 59,0 por ciento afirmó que les facilitaba la mejor comprensión de los temas y a su memorización. Conclusiones: se encontró que los profesores y estudiantes encuestados reconocen la importancia que tiene la pizarra para el proceso enseñanza-aprendizaje y la utilizan en la práctica diaria
Introduction: Because the blackboard is the most traditional teaching aid and all the classrooms have one, one must make a full use of the potentialities and the pedagogic value that it may give us. Objectives: To determine the importance of the blackboard as a teaching aid for the professors and the students, as well as the benefits it brings. Methods: An exploratory research was conducted in professors of Gynecology and Obstetrics, and in students of Dr Miguel Enriquez faculty of medical sciences. The exploration technique was the survey. Results: Seventy five percent of the surveyed professors recognized the importance of blackboard with a usage frequency of 87.5 percent. In this surveyed group, 55.2 percent agreed that this teaching aid was important and 59 percent stated that it facilitated to have better understanding of topics, and memorizing. Conclusions: It was found that surveyed professors and students admit the importance of blackboard for the teaching/learning process and they use it daily
Subject(s)
Learning , Teaching , Teaching MaterialsABSTRACT
BackBoard(BB)network teaching platform was established in physiology teaching in order to assist traditional teaching with modern information technologies.BB network teaching platform applied multimedia,domestic and foreign teaching resources,online test,interactive forum and problem based learning mode.Converting internet to efficient education environment will not only fully promote students'understanding and widen their thoughts,but also improve the teaching quality.Meanwhile,BB network teaching platform is featured in diversity,stereo,information and interaction.
ABSTRACT
Diagnostic Imaging Pediatric bone and joint system was a sub-branch of professional courses.The content was more difficult and learners were not relaxed to master the knowledge alone.It was easy,across time and space,resource sharing and interactive to operate on blackboard teaching platform.We can better accomplish teaching and learning task with pediatric bone and joint diagnostic imaging online course constructed by blackboard platform.
ABSTRACT
Background: Computer aided teaching (CAT) became popular in medical education but there is debate among the teachers regarding application of computer in a large group lecture class. Aim of the study: The present study was aimed to find out the acceptance and use of CAT in a conventional large group lecture class along with black board assistance. Material and methods: CAT was conducted in a large group lecture class of embryology. Related lined diagrams were drawn on the blackboard in front of the students. Students were given a Likert’s type three response closed end questionnaire to express their opinion at the end of the concerned system of embryology. Result: Ninety-nine percent of the students expressed that the teacher should guide them on how to draw a lined diagram. Ninety-nine percent mentioned that emphasis should be given on the applied aspect of the topic. Ninety-six percent of students’ opinions were that at the end of each lecture, summary should be either given as a hand out or be allowed to take notes. Ninety-three percentage of the students mentioned that computer aided teaching is beneficial, 86% expressed that hybrid approach of teaching, provoked further study of embryology, 91% mentioned that the teacher should inform which books to be used as reference for further studies. Conclusion: The study result suggests that CAT is applicable in a large group lecture class. It is better to adopt hybrid approach of teaching for equal involvement of teacher and students. It is necessary to the inform students regarding the importance of concerned topics and expert teacher give the students proper guidance.
ABSTRACT
Through the research and practice of computer basic course at medical colleges, the paper summarizes the experience of using modern technical means, to reform the traditional teaching ideas, teaching methods, teaching means and teaching management, to diversify teaching resources sharing. It also analyzes the shortcomings and makes recommendations to further strengthen the course development.