ABSTRACT
As an elective or compulsory professional course for traditional Chinese medicine related majors in colleges and universities, Chinese Materia Medica Processing plays a role in imparting professional knowledge and skills. More importantly, the Chinese Materia Medica Processing also has a recessive role in the cultivation of professional ethics. Through in-depth excavation of the rich ideological and political education elements in the teaching of Chinese Materia Medica Processing, the seamless connection between the ideological and political elements and the knowledge module of the course is realized, and the modern Chinese Materia Medica Processing teaching mode with the organic unity of value guidance, knowledge teaching and ability training is built, so as to achieve the unity of knowledge teaching and value guidance while highlighting the professional skills training.
ABSTRACT
In order to improve the students' initiative and values in knowledge seeking, this study integrates ideological and political elements into the medical physics curriculum. On the basis of the standard curriculum, 11 ideological and political elements corresponding to 6 knowledge points are added to the courseware and teaching plan and implemented in the classroom. The changes of students' ideological and moral level and values before and after teaching were statistically analyzed by questionnaire. The results show that through the integration of ideological and political elements, 98.15% (106/108) think it is necessary to integrate the ideological and political elements into the curriculum. The proportion of students who study for the purpose of working skills, national medical care and world medical care has increased, while the proportion of students who earn credits has decreased, which shows that students' learning initiative and values have been improved.
ABSTRACT
Medical microbiology is one of the compulsory courses of basic medical sciences, which lays an important theoretical foundation for the follow-up study of infectious diseases, contagions, tumors, and so on. The course of medical microbiology in our college adhered to the concept of student-centered, diversified teaching, scientific evaluation, and continuous improvement. Teaching design was a cross-link of general theories, specific chapters, clinical cases, theory and practice, and the ideological and political education throughout the curriculum. Lectures adopted the mode of offline teaching (such as flipped classroom, case analysis, and comprehensive experimental design), online assistance (such as classroom test, stage test, extracurricular homework, and questionnaire survey), and combined process evaluation. This teaching mode also reflected the deep integration of information technology and classroom teaching. With the development and construction in these years, medical microbiology has completed the renewal of curriculum resources, the construction of online question bank, the construction and design of ideological and political case bank, and process evaluation (10 points of usual score + 10 points of case study + 10 points of experimental performance + 100 points of final examination multiplied by 70%). There was no significant difference in the results of qustionnaire survey in terms of the improvement of independent learning ability, curriculum evaluation system and satisfaction feedback. Students in Batch 2019 were most satisfied with the teaching of keeping pace with the times and the guidance of positive outlook on life and values.
ABSTRACT
Objective:To explore application of blended learning mode in the teaching of the general theory of surgery.Methods:Clinical undergraduates from Batch 2015 and Batch 2016 of Medical College of Hunan University of Medicine were taken as participants. One teaching class of Batch 2015 was selected as control group ( n=117), and the traditional teaching method was adopted; one teaching class from Batch 2016 was selected as experimental group ( n=115), and the blended learning model was adopted. The results of two groups' process assessment and final assessment were compared. A questionnaire was conducted among the clinical undergraduates of Batch 2016 who practiced blended learning to evaluate their satisfaction with this learning mode. SPSS 22.0 was used for t test. Results:The experimental group was significantly better than the control group in process assessment and final assessment results [(93.65±3.71) vs. (91.46±5.63); (68.36±8.14) vs. (64.94±8.98)]. The analysis of the questionnaire survey showed that students had a high satisfaction with the blended learning mode, and their approval rate reached over 90%.Conclusion:In the teaching process of clinical course of general theory of surgery, blended learning mode is highly recognized by students, which can significantly improve students' independent learning ability and interest, simultaneously increase students' classroom participation and teacher-student interaction, and finally improve students' professional overall qualities and critical thinking.
ABSTRACT
This article is based on the connotation of curriculum ideology and politics, combined with the internal connection of medical education globalization and curriculum ideology and politics, and explores the establishment of a curriculum ideological and political collaborative education system with five dimensions: system construction, curriculum type, teaching design, learning stage, and classroom type, to build an all-round, integrated, systematic, and thorough education pattern for all employees and the entire process, and cultivate socialist builders and successors with an international perspective.
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Objective:To explore the effect of collaborative teaching on anesthesia nursing.Methods:A total of 50 anesthesiology nursing undergraduates were randomly selected from the Batch 2018 of Harbin Medical University as experimental group and control group respectively. The two groups completed the teaching tasks in the same teaching hours. The control group was taught by traditional teaching method. The experimental group was jointly taught by the teaching team composed of anesthesia nursing teachers, humanistic medicine teachers and ideological and political teachers. After the completion of teaching, the two groups of students were surveyed by questionnaire to evaluate the teaching effect. SPSS 22.0 was used Fisher's exact probability test.Results:The questionnaire results showed that in the evaluation of collaborative teaching, the evaluation of expanded ideological, political and humanistic knowledge (96.00%, 48/50), strengthened the understanding of theoretical knowledge (88.00%, 44/50), improved doctor-patient communication ability (90.00%, 45/50), improved clinical strain ability (94.00%, 47/50), and improved professional identity (86.00%, 43/50) of the experimental group was significantly higher than that of the control group ( P<0.05). Conclusion:The collaborative teaching method in anesthesiology nursing course can not only strengthen students' mastery of clinical skills, but also cultivate lofty sense of mission and professional spirit, strengthen doctors' benevolent belief, improve medical students' comprehensive quality in an all-round way, and promote the development of new medical education.
ABSTRACT
To set the cultivation goal with adaptation to rural order-oriented medical students, the teaching mode of Human Parasitology was reformed in the context of curriculum ideological and political education. The new teaching mode not only enables students to harvest medical knowledge during the school education stage, but also plays a guiding role in cultivation of humanistic qualities and professional spirit, which provides a basis for cultivating general practitioners serving for grassroots healthcare.