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Objective:To explore the effects of micro class combined with modular teaching on experimental teaching of internal medicine and basic nursing.Methods:Four classes of nursing students of Batch 2016 were selected as the research objects by drawing lots, and 148 nursing undergraduates were randomly divided into two groups. The combined teaching group adopted micro class combined with modular teaching, and the modular teaching group adopted modular teaching method. The examination scores, SDLRS (self-directed learning readiness scale for nursing education) scores, medical education environment and teaching satisfaction of the two groups were compared. SPSS 22.0 was conducted for chi-square test and t test. Results:The scores of internal medicine nursing, basic nursing and operation skills in the combined teaching group were significantly higher than those in the traditional teaching group ( P<0.05); at the end of the semester, the scores of self-management, love of learning, self-control and SDLRS total score of the combined teaching group were higher than those of the modular teaching group ( P<0.05); the scores of learning perception, teacher perception, environment perception and total score of the combined teaching group were higher than those of the modular teaching group ( P<0.05); the teaching satisfactions with improving learning interest, learning efficiency, learning initiative and mastering key contents better in the combined teaching group were higher than those in the modular teaching group ( P<0.05). Conclusion:The combination of micro class and modular teaching can improve the examination results and self-directed learning readiness of nursing students, improve the internal environment of medical education, and students' teaching satisfaction is high.
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Objective:To study the effect of PAD Class (Presentation-Assimilation-Discussion) combined with micro class in the teaching of standardized training for cardiac surgery residents.Methods:From October 2019 to June 2020, 70 residents of cardiac surgery were randomized into group A and group B, with 35 cases in each group. Group A used conventional teaching method, while group B used PAD Class combined with micro class teaching. The scores of theoretical examination and practical operation examination before and after teaching, the evaluation of self-learning, clinical thinking and professional social ability before and after teaching, and the satisfaction with the teaching methods were compared between the two groups. SPSS 26.0 was used for chi-square test and rank sum test.Results:There was no significant difference in the scores of theoretical assessment, practical assessment, autonomous learning, clinical thinking and professional social ability between the two groups before teaching ( P>0.05). After teaching, the scores of theoretical assessment, practical assessment, autonomous learning, clinical thinking and professional social ability of the two groups increased, and the scores of group B were higher than those of group A. There was a significant difference in the distribution of satisfaction with teaching methods between the two groups ( P<0.05). The total satisfaction rate of group B[97.14%(34/35)] was higher than that of group A[77.14%(27/35)]. Conclusion:For the residents of cardiac surgery, the teaching method of PAD Class combined with micro class teaching can not only improve their examination results, enhance self-learning, clinical thinking and professional social ability, but also improve their satisfaction with teaching methods.
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Objective:To explore the teaching effect of micro class combined with situational exercise for operating room interns.Methods:A total of 42 interns in the operating room of Mianyang Hospital from May 2019 to February 2020 were divided into the control group taking the traditional teaching mode, while 45 interns from March 2020 to December 2020 in the same operating room were divided into the observation group taking the teaching mode of micro class combined with situational exercise. The examination results (theoretical knowledge and practical operation skills) at the time of graduation were compared, and the ability of clinical case analysis and teaching satisfaction were also comparatively analyzed. T-test and chi-square test were performed by SPSS 24.0 software. Results:The scores of theoretical knowledge and practical operation skills in the observation group at the time of graduation were (90.56±4.27) and (93.48±3.59) points respectively, which were higher than those in the control group ( P<0.05). The scores of clinical case analysis ability of the two groups at the time of graduation were higher than those entering the department, and the clinical case analysis ability scores of the observation group [(86.12±6.04) points] were higher than those in the control group [(79.23±5.65) points] at the time of graduation, with statistically significant differences were ( P<0.05). The satisfaction of interns with the improvement of self-study ability and enthusiasm, team cooperation ability, clinical practical operation ability, language expression ability, analyzing and solving problem ability, clinical thinking and knowledge point mastery in the observation group was higher than those in the control group, and the differences were statistically significant ( P<0.05). Conclusion:In the clinical teaching of the operating room interns, the teaching mode of micro class combined with situational exercise can significantly improve the actual teaching effect and enhance the interns' satisfaction to teaching, which has the value of popularization and application.
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Objective:To explore the application effect of flipped classroom teaching combined with micro-classes and PBL in the training of refresher nurses.Methods:Using the cluster sampling method, 35 refresher nurses from March 2017 to February 2018 were collected as the control group, and 38 refresher nurses from March 2018 to February 2019 were included as the observation group. The control group received the theoretical knowledge training of respiratory specialty by traditional teaching method, and the observation group received theoretical knowledge training of respiratory specialty by using flipped classroom teaching combining micro-classes and PBL. Before and after the training, the special theory assessment with the same difficulty was carried out, and the clinical teaching evaluation was carried out after the training.Results:After the training, the special theory assessment scores of the observation group were significantly higher than those of the control group ( t=7.560, P<0.05), with significant differences. Compared with the control group, the clinical teaching evaluation scores of the nurses in the observation group were significantly improved ( t=24.657, P<0.05), with significant differences, especially in the nurses' learning attitude, learning ability, teaching style and teaching satisfaction scores. Conclusion:The flipped classroom teaching combining micro-classes and PBL can significantly improve the special theory assessment scores of refresher nurses, promote the internalization of specialized knowledge, turn to active learning from the passive mode, change the learning attitude of refresher nurses, improve their recognition of clinical teachers and realize teaching benefits as well as learning benefits.
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Objective To investigate the application of the flipped classroom based on micro-class versus traditional class in animal surgery teaching, and to provide new thinkings for animal surgery teaching. Methods A total of 120 undergraduates from Navy Medical University were randomly divided into control group (class A) and experimental group (class B). The students in class A received traditional teaching, and those in class B received flipped classroom teaching . Questionnaire survey and course assessment were performed after teaching, and a comparative analysis was also performed. Results The self-assessment survey showed that 88.3％, 73.3％, 71.6％, 48.3％, and 73.3％ of the students in class A (traditional teaching) filled in the questionnaire with "Very Helpful and Helpful", while 91.7％, 85.0％, 83.3％, 78.3％, and 75.0％of the students in class B (flipped classroom teaching) filled in with"Very Helpful and Helpful"; class B gave better overall evaluation of teaching model than that of class A. The mean total score of class B was 0.91, higher than that of class A (8.43 vs. 7.52, P<0.05), and the mean total score of examination papers in class B was 10.92, higher than that in class A (101.13 vs. 90.21, P<0.05). Conclusion Flipped classroom based on micro-class could improve the teaching effect of debridement course on animal surgery and increase students' self-learning ability.
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Objective@#To investigate the application of the flipped classroom based on micro-class versus traditional class in animal surgery teaching, and to provide new thinkings for animal surgery teaching.@*Methods@#A total of 120 undergraduates from Navy Medical University were randomly divided into control group (class A) and experimental group (class B). The students in class A received traditional teaching, and those in class B received flipped classroom teaching. Questionnaire survey and course assessment were performed after teaching, and a comparative analysis was also performed.@*Results@#The self-assessment survey showed that 88.3%, 73.3%, 71.6%, 48.3%, and 73.3% of the students in class A (traditional teaching) filled in the questionnaire with "Very Helpful and Helpful", while 91.7%, 85.0%, 83.3%, 78.3%, and 75.0% of the students in class B (flipped classroom teaching) filled in with "Very Helpful and Helpful"; class B gave better overall evaluation of teaching model than that of class A. The mean total score of class B was 0.91, higher than that of class A (8.43 vs. 7.52, P<0.05), and the mean total score of examination papers in class B was 10.92, higher than that in class A (101.13 vs. 90.21, P<0.05).@*Conclusion@#Flipped classroom based on micro-class could improve the teaching effect of debridement course on animal surgery and increase students' self-learning ability.
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Objective To investigate the effect of Micro-class in orthodontic practicum for five-year undergraduate students in stomotology. Methods Experimental comparative method was used on two groups of undergraduate students. A total of 70 students in Grade 2011 were taught with traditional teaching mode as the control group, while 50 students in Grade 2012 were taught with Micro-class lecture as the observation group. The satisfaction questionnaires were distributed to both groups after the course to facilitate the eval-uation of teaching methods, which specifically was done by SPSS 21.0 for t test and Chi-square test. Results The results of survey showed that the satisfaction of the observation group was significantly higher than that of the control group, which exemplified in the studying interest inspiration, studying efficiency improvement, further development, and overall satisfaction [(4.00±0.73) vs. (3.05±0.77); (4.06±0.65) vs. (3.06±1.01);(4.86±0.35) vs. (2.64±0.80); (4.32±0.47) vs. (2.62±1.08)], (P<0.01). Conclusion Micro-class can improve the teaching quality, and it is meaningful to apply the micro-class in orthodontic practicum.
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Objective To research the application effect of mobile network PBL in combination with the micro-lesson teaching in surgical practice.Methods The research objects were the clinical medical interns of grade 2012. Students were divided into two groups: the experimental group using mobile network PBL in combination with the micro-lesson teaching method, and the control group using the traditional LBL teaching method. The examination scores, case analysis and discuss performance were compared between the two groups.Results The tests grades, clinical cases analysis, discuss performance of the experimental group were significantly higher than those of the control group (P＜0.05); Active classroom atmosphere, active learning, improve teamwork and interpersonal communication of the experimental group were significantly higher than those of control group, et cetera (P＜0.01).Conclusion The effect of mobile network PBL in combination with the micro-lesson teaching method in surgical practice teaching is very good.
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The content of optical isomerism is the difficult point of organic chemistry teaching, and so case-based learning (CBL), theoretical-experimental integration teaching method and micro class teaching methods are tried to be used in classroom teaching according to the actual teaching situations. For CBL teaching method, the course is guided by the step of introduction-question-discussion and summary-exten-sions; For theoretical-experimental integration teaching method, combined with the theory class, the two experiments including the determination of optical rotation and organic molecular model are set for the opti-cal isomer content, to enhance the students' understanding of theoretical knowledge through the hands-on operation;For micro class teaching method, the key and difficult points of this chapter are dug out and about 10 minutes of video are recorded by using common video software before class, which are introduced in the classroom or provided to students after class for repeated watching, to deepen the students' understanding of the concept and phenomenon of optical isomers. In brief, it is important to combine various teaching method to improve the classroom instructing effectively and stimulate the students' interest in organic chemistry.
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Aiming at the problems existing in standardized training of clinical resident physicians, we put forward a basic theory teaching method based on micro class,online PPT and network feedback test, covering the teaching contents and teaching methods, teaching evaluation etc. With systematic, concrete,organized and clear auxiliary clinical practice,we can achieve the purpose of training the residents who have comprehensive clinical practice ability.
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Objective To improve the classroom environment and students' learning effect and in-novation of classroom teaching mode. Method We took stomatology students of Grade 2012 (control group, 60 people) and Grade 2013 (experimental group, 69 people) as research subjects, and in the control group, the traditional teaching method was used, while the experimental group was based on the mixed mode of the flipped classroom. By comparison of the result of questionnaire survey and final examination between the experimental group and control group, we made clear the difference between blended classroom teaching and traditional classroom teaching. SPSS 16.0 was used for statistical analysis and the data was made t test and rank sum test, and the result was showed by rate and (x±s). Result The classroom performance of the control group was (14.78±4.27), and the experimental result was (14.49±4.49), in the experimental group, the internal and external performance of the experimental group was (22.19±7.21), the experimental result was (7.12±1.33). By comparison of the result of examination between the experimental group (49.01±7.28) and control group (46.32 ±7.44), medical immunology test scores were significantly different (P<0.05), and the experimental group was better than the control group. It showed that the mixed teaching model had more advantages in improving the academic performance. The results of questionnaire survey showed that flipped classroom teaching was better than traditional classroom teaching in ability training which included self learning ability (68.18%, 45 people), analysis and problem solving skills (68.18%, 45 people), team work and communication skills (56.06%, 37 people), ability of retain knowledge (46.97%, 31 people), however students who liked and accepted this new teaching model only accounted for about 30.00%. Conclusion Inte-gration of flipped classroom mode with traditional mode will enhance the students' learning efficiency and achievements, as well as promote students' ability.