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During the outbreak of coronavirus disease 2019 (COVID-19), combining clinical "5+3" integrated students' characteristics and the contents of the courses, teachers applied the Zhihuishu platform and Tencent classroom in anatomy theory teaching to construct an efficient, accurate and interactive online flipped intelligent classroom covering before class -in class -after class. The ARCS (attention, relevance, confidence, satisfaction) motivation model was introduced into the teaching design to help ensure the effective implementation of flipped classroom. Before class, teachers used the Zhihuishu platform to publish learning resources which students can learn independently. In class, teachers used Tencent classroom for live teaching, to explain key and difficult points, and answer and discuss questions. After class, teachers used the Zhihuishu platform to publish exercise tests and assignments. The practice shows that the online teaching mode has been widely recognized by the students. It's helpful to cultivate the learning interest, improve the ability of autonomous learning and the ability of analyzing and solving problems. It also contributes to the implementation of the diversified formative assessment, and it lays a foundation for developing the mixed teaching after the epidemic.
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There are many problems existing in the basic teaching of traditional surgery, such as much more content, difficult operation, fewer learning hours, more passive acceptance while less active learning and so on. Flipped class based on the WeChat and team-based learning (TBL) is based on the on-line and off-line class. We can use WeChat group and subscription to issue relevant learning materials, learning tasks and test before class. Also, we can summarize and explain incisively by discussion after field operation in class, and answer and test in the way of WeChat discussion after class. Finally, the three-dimensional hybrid teaching will be condensed and sublimated by brand competition based on the basis of surgery, achieving knowledge transfer before class, knowledge internalization in class, knowledge consolida-tion after class and brand competition sublimation, in order to improve the teaching effect of surgical basis.
ABSTRACT
The flipped class model is student-centered,which turns the traditional "teaching firstlearning behind" into the "learning first-teaching behind".The flipped class model can improve students' autonomous learning ability and other abilities.This article introduces the application of the flipped class in the course of medical immunology,including the course content selection,building QQ group learning platform,the production and release of independent learning resources,enactment of the task order and learning requirements,the design and implementation of classroom teaching activities and so on.The review and reflection of the formative assessment is also carried out.Through the reflection of the problems in the teaching,it is expected to lay the foundation for the promotion of the overturned class.
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Objective The blending instructional teaching mode was used in the obstetrical resi-dent standardization training course and the effect was evaluated. Methods 36 resident physicians who attended obstetrical resident standardization training were chosen as blending instructional teaching group and traditional teaching group, 18 physicians per group. The physicians of blending instructional teaching group received blending instructional teaching mode, which included the obstetrical MOOC and Flipped Class, while the traditional teaching group only took part in the clinical management ruled by the hospital. Staging examination was performed according to the resident physician culture curriculum. Descriptive statistics, t test and chi-square test were performed by SPSS 21.0 lines. Results The average score of theory examination [(93.21±5.40) vs. (81.32±7.10)], practical skill [(89.75±4.70) vs. (68.96±8.20)] and clinical intellectual [(88.64±9.30) vs. (75.88±9.70)] in the blending instructional teaching group was significantly higher than that in the traditional teaching group (P<0.05). The physicians' satisfaction rate of manipulative ability in the blending instructional teaching group was significantly higher than that in the traditional teaching group (72.22% vs. 16.76%), which had statistical significance ( χ2=16.74, P=0.003); The physi- cians' satisfaction rate for the tutor in the blending instructional teaching group was significantly higher than that in the traditional teaching group (83.30% vs. 11.11%), which had statistical significance ( χ2=21.67, P=0.000). Conclusion The blending instructional teaching mode adapts to the development trend of teaching , and improves the effect of obstetrical resident standardization training course.
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Objective To analyze the effect of flipped class mode based on grouping in pathology teaching.Method To select four classes of clinical medical undergraduates as the objects of the study,and divide them into control group and experimental group randomly.Flipped class mode was used in control group (60 people),and flipped class mode based on grouping was used in experimental group (60 people).The effect of teaching was evaluated by test results and e-questionnaire results.The data were collated after the entry of SPSS 20.0,and the data comparison between groups was performed by t test.Result Test results and e-questionnaire results of the experimental group (28.1 ± 0.7) were much better than those of the control group (27.5 ± 0.9),and the difference was statistically significant (P=0.008).It improved the learning interest,self-confidence,team spirit and ability to analyze and solve problems of the students in the experimental group.Conclusion Flipped class mode based on grouping can improve the teaching quality and the self-confidence and team spirit of the students at the same time,and can lay a solid foundation for the clinical work in the future.
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Objective To explore how to apply the teaching mode combined flipped class with PBL teaching method to improve college students' ability of English reading and writing and the effectiveness of classroom. Methods In the class of college English reading and writing, students at grade 2015 were randomly divided into two groups. The experimental group (43 students) was adopted the class teaching with " flipped class and PBL teaching method"and the control group (43 students) was adopted traditional class teaching mode taught by the same teacher. The teaching effects of two groups were studied in a comparative way. The students' final grade, related data in the learning process, students'view of the two teaching modes are studied by analysis of basic data and questionnaire. Results At the end of the semester, the results of the experimental group are better than those of the control group. In the survey of the two class teaching modes, the students in the experimental group spent more time in the learning process than that of the control group.Students think that the teaching mode combined flipped class and PBL teaching method not only improves their autonomic learning ability, classroom participation, the English reading and writing ability, but also helps them perform better in the average scores in the final exam compared to the traditional classroom. Students are more satisfied with the new classroom teaching mode than with traditional one. Conclusion The teaching mode combined flipped class with PBL teaching method can promote the students'autonomous learning, contribute to absorb and internalize knowledge, improve the students'learning interest and learning efficiency, and improve teachers teaching ability.
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Objective To investigate the students' perception and effectiveness of the flipped class model in bilingual education in special population nutrition class.Method Two classes of Shanghai University of Traditional Chinese Medicine were exposed to either the flipped class model or the traditional class model.In the flipped class model,the students were provided a wealth of teaching resources such as short videos before class.In addition,a series of pedagogical approaches were used to develop the students' cognitive ability.The questionnaire survey and class quiz were employed to evaluate the students' perception and effectiveness of the flipped class model.Results The students in the experimental group have significant higher scores in professional vocabulary section [(23.10 ± 0.71) vs.(21.10 ± 0.67)],listening and speaking section [(21.20 ± 0.78) vs.(19.00 ± 0.74)],essay questions section [(37.80 ± 0.96) vs.(34.40 ± 1.15)],and total test scores [(82.20 ± 1.50) vs.(74.50 ± 1.52)] than did the students in the control group.In addition,the flipped class model ignites the students' learning interest,reduces the learning anxiety,and develops their learning autonomy.Conclusion The flipped class model is a highly effective means that promotes the student centered active learning.This study provides reference for implementation of the flipped class model in Chinese medical bilingual education.
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With the example analysis method, this paper discussed the feasibility of flipped class to permeate the medical ethics education into medical English teaching. Practice has proved that consciously combining lan-guage teaching with the medical ethics education on various modern networks teaching platform enabled students to foster a correct view of medical ethics and to be qualified medical workers.
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A flipped classroom is a learner centered approach in which the learner is responsible to attend the class with basic understanding of the subject to fully participate and engage in discussions. The aim of this study was to evaluate students' perception of flipped classroom approach for neuroanatomy module and assess the impact on their performance and attitudes. The subject chosen to evaluate the flipped classroom model for first year medical students was clinical neuroanatomy. One hundred and thirty first year medical students participated in the study module. Students were divided into five groups and five case scenarios pertaining to various clinically relevant regions of the neuraxis, with varying anatomical complexity were generated. The pre- and post-tests were designed to specifically test the declared learning objectives of the session. The perception of the students regarding this model of teaching and learning was also evaluated. Eighty-six percent of students felt that the flipped classroom approach was better at fulfilling the stated learning objectives than the conventional didactic teaching, 92% felt that the work-sheet with questions provided prior to the class enabled a better understanding of the subject and 87% were of the opinion that the web sources with references kindled a greater interest to read as compared with didactic lectures. The paired t test showed highly significant differences between the pre and post-test scores. Student response to the flipped classroom structure was largely positive, indicating it to be an approach worth pursuing in future years.