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Introducción: La educación sexual integral escolar es recomendada por la UNESCO, la OMS, la UNICEF y las NN.UU. Objetivo: Evaluación de un curso de educación sexual integral escolar on line de autoaprendizaje para público general, tipo MOOC (Massive Online Open Course), gratuito. Método: Constituido por 17 capítulos, 17 conferencias, 213 preguntas, 14 videos/talleres con 76 preguntas, curso en radio FM 102.5 UCH y 3 películas originales. Sin fecha de término. Resultados: Se inscribieron voluntariamente 230 estudiantes: el 88% provenientes de Chile, el 6% del extranjero y el 6% sin identificación. El 93% eran menores de 29 años, el 60% de sexo femenino y el 94% con educación media o universitaria. El tiempo de ejecución del curso fue menos de 50 días en el 6%, de 100 a 300 días en el 78,7%, y de 301 a 399 días en el 15%. De los 751 inscritos a diciembre de 2021, terminaron el primer módulo 230 (30,6%), el segundo 207 (28%), el tercero 199 (26%), el cuarto 184 (25%) y el quinto 177 (24%). De los 230 que iniciaron el primer módulo terminaron el curso 177 (77%). La evaluación final del cumplimiento de los objetivos de los cinco módulos del curso como bueno/excelente fue la siguiente: primero 89%, segundo 91%, tercero 92%, cuarto 93% y quinto 94%; para los cinco módulos fue 92% (intervalo de confianza del 95% [IC95%]: 90,9-92,7). La evaluación final de la calidad del desarrollo del curso como buena/excelente fue la siguiente: primero 92% (IC95%: 90,5-94,0) segundo 92% (IC95%: 90,1-93,9%), tercero 93% (IC95%: 91,2-94,9%), cuarto 94% (IC95%: 91,8-95,4%) y quinto 96% (IC95%: 92,0-98,4%); para los cinco módulos fue 93% (IC95%: 92,1-93,7%). Conclusiones: La evaluación de los participantes en el Cumplimiento de los Objetivos y en la Calidad del Desarrollo, en los 19 temas temas del curso alcanza un promedio de 92% y 93%, respectivamente.
Introduction: The comprehensive scholar sexual education is recommended by UNESCO, WHO, UNICEF and UN. Objective: Evaluation of comprehensive scholar sexual education course for general public, MOOC free. Method: On line course with 17 chapters, 17 conferences, 213 questions, 14 videos/workshops with 76 questions, course FM Radio 102.5 and 3 original films. Without date of term. Results: 230 free and voluntary student inscriptions: 88% were coming from Chile, 6% from other countries and 6% without identification. 93% were 29 years old or less, 60% were women and 94% with high school or university education. The periods of course execution were: 50 days or less in 6%, between 100 and 300 days in 78.7% and between 301 and 399 days in 15% on. From the 751 initial inscriptions at December/2021, 230 complete the first module (30,6%), 207 (28%) the second module, 199 (26%) the third module, 184 (25%) the fourth module and 177 (24%) the fifth module. From 230 initial of first module, finish 177 (77%). The final evaluation of the mastery of course objectives as good and excellent were: first module 89%, second module 91%, third module 92%, fourth module 93% and fifth module 94%; for the total course was 92% (95% confidence interval [95%CI]: 90.9-92.7). The course development quality were qualified as good and excellent in 92% (95%CI: 90.5-94.0) first module, 92% (95%CI: 90.1-93.9%) second module, 93% (95%CI: 91.2-94.9%) third module, 94% (95%CI:91.8-95.4%) fourth module and 96% (95%CI: 92.0-98.4%) fifth module; for the total course 93% (95%CI: 92.1-93.7%). Conclusions: The participants evaluation of the course, was 92% and 93% for the Mastery and Development Quality, respectively.
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Humans , Male , Child , Adolescent , Adult , Sex Education/methods , Education, Distance , Self-Directed Learning as Topic , Health Education , Educational MeasurementABSTRACT
This study summarizes the construction background, rules and regulations and institutional settings of the MOOC and Micro-course Club in the Second Hospital of Jilin University, discusses the means of teacher training for clinical teachers, and shows the application effect of the club. At the same time, the related problems encountered in the process of club construction are summarized and reflected. The construction of MOOC and micro-course clubs is conducive to improving the information-based teaching level of clinical teachers, and also provides new inspiration and ideas for the construction of medical clubs.
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The medical massive open online course (MOOC) quality certification standard is the reference for the implementation of medical MOOC quality monitoring. This thesis utilizes data mining, quantitative analysis, qualitative analysis and other methods, taking the comment text of the Chinese medicine courses on the Ai Course (MOOC of China Universities) platform as the data source out of which to extract certain potential indicators for the medical MOOC quality certification standard. Based on the analysis of the existing research results on MOOC quality evaluation domestic and abroad as well as the relevant policies of the Ministry of Education, a medical MOOC quality accreditation standard including 6 first-level indicators are formed, including course content, teaching design and so on. Expert scores and AHP method were used to calculate the weight coefficient of the quality certification standard. Finally, this paper explains the procedure of medical MOOC quality certification in college. This certification system can be used to conduct self-assessment and quality monitoring of medical MOOC in colleges and universities.
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Massive Open Online Course (MOOC) enrollment has grown significantly in recent years. After the US, India is leading the world in enrollment growth in MOOCs Programme. India has initiated a number of programmes to provide MOOC courses in response to the rising enrollment from the nation and to meet their educational needs. As an alternative to physically attending classes at a traditional educational institution, online learning technology, which is now a fundamental requirement of modern civilization, is also developing into an affordable, practical information provider as well as a provider of professional courses and educational degrees and this option has just been available through MOOCs (Massive Open Online Courses), particularly in India. India now uses NPTEL, mooKIT, IITBX, and SWAYAM as its course delivery platforms. This paper discusses the aspects of these platforms and provides a theoretical background and technological underpinning for them. The implementation of MOOCs in India and the main obstacles need to be addressed to make the programme a great success
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Resumen: Objetivo: Describir a la plataforma Cursos en Línea Masivos del IMSS (CLIMSS) como herramienta de alfabetización en salud, a través de la evaluación de la eficiencia terminal, la ganancia de competencias y satisfacción de los usuarios de cursos en línea masivos en el tema de Covid-19. Material y métodos: Se analizaron datos de 20 cursos ofertados entre marzo y octubre de 2020. Se evaluaron las calificaciones pre y pos, el número total de registros, el total de cursos terminados y la satisfacción del usuario. Resultados: Se registraron un total de 4.9 millones de usuarios y 10 millones de inscripciones, en todos los estados de la República mexicana, con una eficiencia terminal de 85%, una ganancia de competencias de 30% y una satisfacción de 9.34 (10). Conclusiones: La plataforma CLIMSS ha mostrado ser una herramienta para la alfabetización en salud con un alcance de millones de mexicanos en temas relacionados con la crisis sanitaria Covid-19.
Abstract: Objective: To describe the Massive Online Open Courses (MOOC) or Cursos en Línea Masivos del IMSS (CLIMSS) platform as a health literacy tool by evaluating the terminal efficiency, the competence gains, and the users' satisfaction of the massive online courses offered by the Mexican Institute of Social Security, on Covid- 19. Materials and methods: Data from 20 courses offered between March and October 2020 were analyzed. We evaluated scores from the pre and post-tests, the total number of registries, total courses completed, and users' satisfaction. Results: We registered a total of 4.9 million users and 10 million registrations, in all Mexican states, with a terminal efficiency of 85%, a competence gain of 30%, and a users' satisfaction of 9.34 (10). Conclusions: The CLIMSS platform has proven to be a tool for health literacy reaching millions of Mexicans on Covid-19 related topics.
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Objective:To explore the application effect and learning experience of the medical MOOCs teaching design model based on live streaming platform constructed by the research group in its previous research.Methods:The preparation of the design patterns from the teaching, teaching activities and teaching evaluation of the three dimensions based on the questionnaire, and 368 junior undergraduates majoring in clinical medicine in Batch 2018 of Army Medical University who had applied the online teaching of medical MOOC instructional design mode based on live broadcast platform were selected as the survey objects. And learners' satisfaction and learning experience with this teaching model was analyzed. SPSS 25.0 was used for t test. Results:In the study, 74.2% (273/368) of the learners believed that the teaching design model of medical MOOCs based on live streaming platform had good effect and was helpful to themselves; 60.6% (223/368) of the learners had a high degree of satisfaction, with good teaching effect feedback. In terms of the mastery of MOOCs knowledge content, the final English score of the experimental group (429.03±35.86) was better than that of the control group (401.87±25.85), with statistical significance ( P<0.05). Conclusion:The teaching design model of medical MOOCs based on live streaming platform is applicable, and helpful to improve online learning experience, solve the problem of insufficient interaction in MOOCs learning, and provide practical basis and method reference for the innovative application of teaching model in medical colleges and universities in China.
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To address the problems existing in the ideological and political education in professional curriculum chain of obstetrics and gynecology at present, this paper suggests a design of curriculum chain which goes along the main line of ideological and political education. Surrounding the specific goal of education, this design advocates the guidance of thoughts and team building. By excavating the ideological and political elements in professional course chain, adopting the blended teaching method based on MOOC, strengthening the passing-on of value in the clinical practice of obstetrics and gynecology, this design finds out effective ways to integrate the curriculum chain of obstetrics and gynecology and ideological and political education naturally. The paper also proves the effectiveness of this model of curriculum design with a survey. This paper may provide some inspiration or reference to the future reform of ideological and political education in clinical medicine curriculum chain and the transformation of medical education model.
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Objective:To explore the effect of MOOC in Tibetan medical physiology teaching.Methods:According to the different implementation of teaching mode, 65 clinical undergraduate students of Batch 2017 in Medical College of Tibet University were randomly divided into MOOC teaching group (22 students), MOOC PBL teaching group (21 students) and traditional teaching group (22 students). The test scores and teaching evaluation scores of the three groups were compared, and the teaching evaluation scores of MOOC team among the three teaching modes were compared. SPSS 25.0 was used for statistical analysis, and One-Way ANOVA was used to compare the three groups of data.Results:The scores of the main questions and the total scores of the classroom test from high to low were: MOOC PBL teaching group, MOOC teaching group and traditional teaching control group. Except for multiple-choice questions and fill-in-the-blank questions, the scores of other questions and total scores were all statistically significantly different ( P<0.05). The scores of students on interest in learning, learning initiative, knowledge memory, classroom situation, learning efficiency and the total score of teaching evaluation ranked from high to low were: MOOC PBL teaching group, MOOC teaching group and traditional teaching group ( P<0.05). In contrast, the scores of students on teaching interaction and classroom management in traditional teaching group were higher than those in MOOC PBL teaching group and MOOC teaching group ( P<0.05). The scores of MOOC teaching team on saving time, saving materials, teaching efficiency, learning goal achievement, students' acceptance, improving learning interest, learning initiative and total score of teaching effect from high to low were: MOOC PBL teaching group, MOOC teaching group and traditional teaching group ( P<0.05). Conclusion:The application of MOOC can improve the teaching effect and quality of the physiology teaching for medical students in Tibet.
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We have adopted various smart tools and applied multiple teaching models to smoothly carry out our on-line teaching. Aiming at encouraging students' self-learning and independent thinking, the first task is to cultivate students' self-learning ability and independent thinking way of clinical microbiology. Our online teaching model is based on the asynchronous small private online course (SPOC) of the Chinese University MOOC, the core part of our teaching model, and supplemented by the Sojump questionnaire test and WeChat, the inter-action channels among teachers and students. All of these build up an integrated teaching system which fully embodies the "student-oriented" teaching concept and pushes forward the promotion and application of online teaching in college specialized courses.
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The mixed teaching model combines the advantages of traditional teaching and network teaching in the “Internet +” era, which has become one of the important trends in the higher education teaching development. In order to follow this development trend, the human parasitology teaching team makes a reasonable use of modern information techniques, actively promotes the construction and application of online resources, and conducts mixed online and offline teaching based on MOOC resources and the experimental teaching digital platform. This mixed teaching model has shown a positive impact on both teaching and learning among teachers and students; however, students’ personalized independent and deep learning remains unsatisfactory. It is suggested that the online course resources construction, teaching design and digital literacy remain to be increased, so as to create a high-level, innovative and challenging online-offline mixed “golden course”
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At present， there is little research on the new teaching mode for the practice course of epidemiology. Based on the situation， this paper mainly discussed how the MOOC （Massive Open Online Course）-based multi-teaching mode was applied to the practice course of Epidemiology. The structure of this multi- teaching mode consisted of case base construction， class preparation， class presentation and learning evaluation. Thus， MOOC， flipped Class Mode and other new teaching modes were integrated into traditional face-to-face teaching. In addition， this paper also demonstrated the implementation of the multi-teaching mode in the teaching of preventive medicine. It is worth exploring how to integrate MOOC into the teaching of the practice course of epidemiology in the future.
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Resumen En la era digital, es importante transitar hacia una Educación Popular Transmedia. El concepto es una articulación entre la tradición histórica latinoamericana iniciada por Paulo Freire y el reconocimiento de la categoría Transmedia de Scolari (2018) como la más adecuada para definir el conjunto de saberes implicados en la vivencia activa en comunidades híbridas virtuales/análogas. En este orden, la estrategia implementa da desde el modo de enseñanza online y la constitución de comunidad del Instituto de Pensamiento y Cultura en América Latina (Ipecal) se constituye en una apuesta esencial y de sentido.
Abstract In the digital age, it is important to move towards a Transmedia People's Education. The concept is an articulation between the Latin American historical tradition, initia ted by Paulo Freire, and the recognition of the Transmedia category by Scolari (2018) as the most suitable one to define the set of knowledge involved in the active expe rience in virtual/analog hybrid communities. In this order, the strategy implemented from the online teaching mode and the community constitution of the Institute of Thought and Culture in Latin America (Ipecal) is an essential and meaningful com mitment.
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O Massive Open Online Course (MOOC) é uma estratégia de educação aberta, que oferece curso online para inúmeros participantes. Possui recursos educacionais de alta qualidade licenciados e disponibilizados em um ambiente virtual de aprendizagem, gratuitamente ou com baixo custo e certificação ao final do curso. Configura-se uma estratégia global aos tomadores de decisões como governos e instituições de ensino para ampliar o acesso, participação, remover barreiras e tornar a aprendizagem acessível, abundante e customizável para todos. O objetivo foi mapear as evidências disponíveis relacionadas a utilização do MOOC nos cursos de graduação em Enfermagem. O método foi a Revisão de Escopo conforme orientações do Joanna Briggs Institute (JBI). Incluídos estudos que relataram o uso da estratégia de ensino Massive Open Online Course (MOOC) por docentes e estudantes, a partir 2008; com restrição de língua (inglês, português e espanhol); em âmbito educacional do ensino superior, vinculado às disciplinas do currículo do Curso de graduação em Enfermagem, nacionais e internacionais. Os estudos foram identificados em 10 bases de dados: Biblioteca Virtual em Saúde, CINAHL, Cochrane, Epistemonikos, ERIC, Joanna Briggs Database, PubMed, Science Direct, SCOPUS e Web of Science. Os critérios de elegibilidade nos estudos foram aplicados por dois revisores e um terceiro revisor, em caso de discordância. Os dados foram analisados pela descrição de cada estudo e apresentados de forma descritiva, em forma de tabelas, quadros e gráficos. Identificados 1477 estudos, 34 pré selecionados e avaliados na íntegra e seis estudos incluídos na revisão. Uma amostra total de 17.097 participantes, destes, 10.682 participantes de cursos de Graduação em enfermagem. O planejamento e desenvolvimento de MOOC é feito por equipes multidisciplinares e configura-se como um processo complexo e desafiador. A tutoria no MOOC é importante para os participantes, relacionado a satisfação e boa experiência com o curso. A participação e aprovação dependem do comprometimento do estudante, motivação com estratégias e recursos atrativos e dinâmicos e a obtenção de certificado ou crédito. Baixas taxas de conclusão de alguns estudos ocorrem por questões pessoais e de estrutura do curso, como conteúdos, carga horária, entre outros. A experiência de aprendizado com MOOC mostrou-se positiva nos estudos encontrados, porém há falta de evidência que comprove seu benefício no ensino superior de enfermagem. O MOOC têm sido incorporado no ensino superior de enfermagem, para tal é requerido recursos humanos, financeiros, de estrutura tecnológica, pedagógica e apoio institucional. Embora presente, há poucos relatos sobre a implementação de MOOC no ensino de enfermagem. Sugere-se a condução de estudos futuros que demonstrem o custo-efetividade e eficácia, bem como o impacto na formação do enfermeiro.
The Massive Open Online Course (MOOC) is an open education strategy, offering online courses for countless participants. It has high quality educational resources licensed and made available in a virtual learning environment, free or at low cost and certification at the end of the course. A global strategy is configured for decision makers such as governments and educational institutions to expand access, participation, remove barriers and make learning accessible, abundant and customizable for all. The objective was to map the available evidence related to the use of MOOC in undergraduate nursing courses. The method was the Scope Review as directed by the Joanna Briggs Institute (JBI). Included studies that reported the use of the Massive Open Online Course (MOOC) teaching strategy by teachers and students, starting in 2008; with language restriction (English, Portuguese and Spanish); in the educational scope of higher education, linked to the disciplines of the curriculum of the Undergraduate Nursing Course, national and international. The studies were identified in 10 databases: Virtual Health Library, CINAHL, Cochrane, Epistemonikos, ERIC, Joanna Briggs Institute, PubMed, Science Direct, SCOPUS and Web of Science. The eligibility criteria in the studies were applied by two reviewers and a third reviewer, in case of disagreement. The data were analyzed according to the description of each study and presented descriptively, in the form of tables, charts and graphs. 1477 studies were identified, 34 pre-selected and fully evaluated and six studies included in the review. A total sample of 17.097 participants, of these, 10.682 participants of undergraduate nursing courses. The planning and development of MOOC is done by multidisciplinary teams and is configured as a complex and challenging process. Mentoring at MOOC is important for participants, related to satisfaction and good experience with the course. Participation and approval depend on the student's commitment, motivation with attractive and dynamic strategies and resources, and obtaining a certificate or credit. Low rates of completion of some studies are due to personal and course structure issues, such as content, workload. Among others. The learning experience with MOOC was positive in the studies found, however there is a lack of evidence to prove its benefit in higher education in nursing. The MOOC has been incorporated into higher education in nursing, which requires human, financial, technological, pedagogical and institutional support resources. Although present, there are few reports on the implementation of MOOC in nursing education. It is suggested to conduct future studies that demonstrate the cost-effectiveness and effectiveness, as well as the impact on the training of nurses.
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Humans , Male , Female , Clinical Competence , Educational Technology , Universities , Education, Nursing , Faculty, Nursing , Technology , Nursing , Evidence-Based PracticeABSTRACT
Resumen: El presente trabajo busca detallar la visión y preferencias acerca del autismo de profesionales y estudiantes hispano-hablantes vinculados con dicha condición. Para este estudio, el método utilizado fue el exploratorio-descriptivo. Un total de 816 participantes, entre ellos maestros, psicólogos, médicos, estudiantes y desempleados, respondieron a un cuestionario online como requisito inicial de un curso MOOC relacionado con el autismo. Sus respuestas se recogieron a través de cuatro preguntas de elección basadas en la terminología más controvertida acerca del autismo (identidad; persona o diversidad primero; distinción Asperger / autismo; descriptores). Los resultados mostraron que, en general, los cinco grupos se decantaron por términos más inclusivos, descartando el uso de la palabra discapacidad o debilidades, y haciendo hincapié en las fortalezas de cada individuo (entre un 75 - 83% de los participantes). En los participantes activos en su profesión, se denotó una clara preferencia por términos más ligados al campo académico, como Trastorno del Espectro Autista (el 81% de los psicólogos / psicopedagogos y el 70% de los médicos y maestros). Se discuten las diferencias acerca de la sintagmación de los términos en español, en comparación con el inglés, para el uso de la persona primero o la diversidad primero, la importancia del factor contexto, así como se enfatiza la utilización del cuestionario a través de la plataforma MOOC, por la implicación de los participantes que elige este tipo de formación más específica. En conclusión, se destaca el uso del lenguaje inclusivo referente al autismo por parte de una comunidad hispano-hablante.
Abstract: The present study aims to detail the views and preferences about autism of Spanish-speaking professionals and students related to this condition. For this study, the method was exploratory-descriptive. In total, 816 participants, including teachers, psychologists, doctors, students and unemployed people, responded to an online questionnaire as an initial request of a MOOC course related to autism and inclusive education. Their answers were collected through four choice-questions based on the most controversial terminology related to autism (identity, person or diversity first, Asperger / autism distinction, descriptors). The results showed that, in general, the five groups opted for more inclusive terms, discarding the use of the term disability or weaknesses, and emphasizing the strengths of each individual (between a 75 - 83% of the participants). With regard to the active participants in their profession (teachers, psychologists and doctors), a clear preference for academic terms was denoted, such as Autism Spectrum Disorder (81% of the psychologists / educational psychologists, and 70% of the doctors and teachers). The differences between terms in Spanish compared to English are discussed in the use of person first or diversity first, as well as the importance of the context factor, and the use of the MOOC platform for the implication of the participants who usually choose this type of specific courses are emphasized. In conclusion, the use of inclusive language regarding autism by a Spanish-speaking community is highlighted.
Resumo: O presente trabalho procura detalhar a visão e as preferências sobre o autismo de profissionais e estudantes de língua espanhola relacionados a essa condição. Para este estudo, foi utilizado o método exploratório-descritivo. Um total de 816 participantes, incluindo professores, psicólogos, médicos, estudantes e desempregados, responderam a um questionário on-line como requisito inicial de um curso de MOOC relacionado ao autismo. Suas respostas foram coletadas através de quatro questões de escolha baseadas na terminologia mais controversa sobre autismo (identidade, pessoa ou diversidade primeiro, distinção Asperger / autismo, descritores). Os resultados mostraram que, em geral, os cinco grupos optaram por termos mais inclusivos, descartando o uso da palavra incapacidade ou fraqueza, e enfatizando os pontos fortes de cada indivíduo (entre 75 a 83% dos participantes). Nos participantes ativos em sua profissão, uma preferência clara foi dada por termos mais ligados ao campo acadêmico, como o Transtorno do Espectro do Autismo (81% dos psicólogos / psicopedagogos e 70% dos médicos e professores). Diferenças são discutidas sobre a síntese dos termos em espanhol, em comparação com o inglês, para o uso da primeira pessoa ou diversidade em primeiro lugar, a importância do fator contexto, bem como o uso do questionário através do MOOC, devido ao envolvimento dos participantes que escolhem este tipo de formação mais específica. Em conclusão, o uso de linguagem inclusiva em relação ao autismo por uma comunidade de língua espanhola é destacado.
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This study apply MOOC graduate student in general surgery teaching , with the help of the teaching video quality , flexible learning time , video miniaturization unique advantages , such as students can choose the time and place, through online resource sharing, test evaluation and simulation of the virtual patient, positive interaction with teachers classmates on the Internet, so that the students can study more efficiently and master course knowledge . Studies have shown that students' average scores have improved and their overall scores have also improved . In future teaching , MOOC can be combined with traditional teaching to complement each other's advantages .
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Los cursos masivos en línea (MOOC) de momento no cubren con el propósito de vencer la inequidad o la falta de acceso a la educación. Con cerca de 10 de años de evolución, la mayoría de los cursos que se ofrecen son complementarios a una educación profesional y no como opción a esta, por lo que los estudiantes que cursan MOOC ya han tenido la oportunidad de obtener un título universitario. Conviene revisar qué tanto han impactado la realidad de la inequidad en el acceso a la educación y de qué manera las universidades pueden encontrar estrategias para que los MOOC vayan aportando al acceso a educación superior gratuita y de calidad. El modelo merece un replanteamiento para que realmente impacte en las poblaciones más necesitadas y no en una inmensa minoría.
Massive online courses (MOOC) for the time being, do not cover the purpose of overcoming inequity or lack of access to education. With almost 10 years of evolution, most of the courses on offer are complementary to a professional education and not as an option of this. Therefore, students who attend MOOC already had the opportunity to pursue a university degree. It is necessary to review how much they have affected the reality of the inequity, in the access to education, and in what way the universities can find strategies for the MOOC, will contribute to the access to the free and superior education Quality. The model Deserves a rethinking so that it really affects the populations most in need and not, in an immense minority.
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Objective To discuss the application of flipped classroom teaching model in the teaching reform of Science of Tuina Technique based on MOOC; To provide references for promoting teaching quality of Science of Tuina Technique. Methods Flipped classroom teaching model based on MOOC and traditional teaching model were conducted in 2 classes of 2013 in Guangxi University of Chinese Medicine, one experimental groups and one control group. After the end of the course, theoretical knowledge and techniques skill scores of the two classes were compared. Questionnaire was given to students in the experimental class to understand their satisfaction towards flipped classroom based on MOOC. Results The scores of theoretical knowledge, performance demonstration test results, mannequin test and practices mechanics test of experimental group were high than the control group, with statistical significance (P<0.05). The results of questionnaire showed that the satisfaction of students in the experimental group towards flipped classroom based on MOOC was 95. Conclusion Flipped classroom teaching model based on MOOC applied to the teaching of Science of Tuina Technique can improve the students' learning interest and initiative, and then improve academic performance.
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Based on MOOC teaching mode and the combination of flipped classroom teaching theory,the role of internship practice is integrated into medical education and the combination of MOOC teaching and traditional teaching mode in medical humanities curriculum is explored in practice applications.This paper analyzed the cur-rent situation of medical humanities curriculum teaching operation under current situation; based on the teaching concept of MOOC,introduced the reform of teaching form and teaching method in blending teaching mode,and ex-plored the practical application and practical thinking of blending teaching mode.This mode not only plays a lead-ing role of teachers teaching,but also fully embodies the subjective status of students'learning,exercises the students'ability of thinking in practice at the same time,and is an effective mode to improve medical humanities curriculum teaching.
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Massive open online courses(MOOCs)have a major influence on modern higher education."Anatomy and clinics"course was offered on Chinese University MOOC from November,2015.The course already has run 4 ver-sions,with over 60 000 registrants.This paper analyzed the data of 4 versions and results of questionnaire survey, suggests that offering MOOC of anatomy plays a role in continuing professional and interprofessional medical educa-tion.Combining MOOC to traditional anatomy teaching is also suggested.
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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.