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Objective:To explore application of mixed teaching platform in the clinical practice teaching of the laboratory medicine in Children's hospitals.Methods:We constructed a mixed online and offline teaching platform based on the Laboratory Quality Management System (LQMS) in the Children's Hospital of Chongqing Medical University. The undergraduates from Batch 2016 ( n=15) and Batch 2018 ( n=12) of College of Laboratory Medicine of Chongqing Medical University were taken as control group and experimental group respectively. Traditional teaching method was adopted by the control group, and the mixed teaching method was adopted by the experimental group. The results of two groups' clinical practice assessment, rate of outstanding students (total score ≥ 90) and rate of satisfaction (score ≥ 90) were compared to evaluate the teaching effect. SPSS 17.0 was used to conduct t-test and Chi-square test. Results:The database of teaching platform includes 68 teaching cases, 198 pieces of courseware, 305 clinical cases and 3 036 atlases. The test bank has accumulated 4 657 tests, covering clinical laboratory, immunology, biochemistry, microbiology and blood transfusion. The results of students in experimental group were significantly better than those of the control group [the score of clinical practice assessment: (85.90±5.04) vs. (78.90±6.75)( P<0.05); rate of outstanding students: 33.3% (4/12) vs. 6.7% (1/15), P>0.05; rate of satisfaction: 86.7% (13/15) vs. 100.0% (12/12) ( P>0.05). Conclusion:The mixed online and offline teaching platform based on the LQMS is highly recognized by students and can significantly improve the effect of clinical practice teaching, which can provide typical medical case teaching at any time and make up for limited case type in children's hospital.
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Protein Engineering is a core compulsory course of biotechnology major, which is the first-class undergraduate major being constructed in Shanxi Province. In view of the problems of single teaching mode of Protein Engineering, such as insufficient students' participation, short teaching time, and expensive experiment cost, the course team carried out the reform and practice of teaching mode for this course, and put forward a new teaching strategy. Under the guidance of the "Golden Course" standard for advancement, innovation and challenge, the course team developed the materials for massive open online courses (MOOC), and carried out the online and offline mixed teaching of Protein Engineering based on BOPPPS+flipped classroom by using the Chao-Xing Fan-Ya network teaching platform. Through this, a comprehensive, systematic and dynamic new teaching system of Protein Engineering was developed. Using the teaching mode based on BOPPPS+flipped classroom, the offline classroom teaching was combined with students' online self-study and homework completion, chapter test and discussion, and this mixed teaching mode was fully integrated into the flipped classroom. After three rounds of teaching practice, the course team had developed a complete, reproducible, scientific and reasonable online and offline mixed teaching mode, which included course materials preparation, exploring experiment guidance, classroom discussion design and course performance evaluation. The online and offline mixed teaching mode of Protein Engineering based on BOPPPS+flipped classroom was helpful for students to improve their autonomous learning ability, to be deeply engaged in the whole teaching process, and to develop a comprehensive and profound understanding of Protein Engineering. This teaching mode improved the teaching quality of Protein Engineering, and facilitated students to learn other follow-up professional courses. Moreover, it provides a reference for the course teaching reform.
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Humans , Learning , StudentsABSTRACT
Objective:To explore the application effect of online and offline mixed teaching based on DingTalk platform in clinical practice teaching of respiratory department.Methods:The Batch 2016 ( n= 40) and Batch 2017 ( n=47) undergraduates of clinical medicine in Qiqihar Medical College were selected as the research objects, and they were divided into a control group and a research group. The control group adopted traditional offline theoretical teaching, while the research group adopted online-offline mixed teaching, focusing on teaching design and teaching objectives, teaching subjects, teaching resources, network platforms and teaching activities (classroom learning and evaluation). The theoretical and practical test scores of the two groups of interns were compared, and the evaluations of the students in the research group on the effect of online and offline mixed teaching were collected. Excel 2013 was used to sort out the data, and R software was used for data processing and statistical analysis. T-test was used for measurement data and Chi-square test was used for counting data. Results:The operational test scores [(28.16±1.70) points] and theoretical scores [(82.07±6.40) points] of the students in the study group were higher than those in the control group [(23.35±2.88) points and (76.20±5.67) points], with significant differences ( P<0.001). Compared with the students in the control group, the students in the research group were more satisfied with the mixed teaching method. Conclusion:The online and offline mixed teaching is conducive to improving students' comprehensive performance, learning effect, and promoting students' clinical diagnosis and treatment skills, self-study, innovation abilities and clinical competence.
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Taking "count down your weight—start from 'diet'" as an example, this article discusses the design and practice of SPOC (small private online course) mixed teaching based on MOOC (massive open online course) in general medical courses. By designing teaching methods and teaching content, and using formative evaluation methods, the SPOC mixed teaching was implemented for 201 students from Sichuan University in the spring of 2020. According to the teaching evaluation and preliminary teaching effect, students generally believed that teaching resources were relatively abundant and the communication effects were generally recognized, as well as, it could significantly improve students' interest in and effect of general medical courses.
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Objective:To construct a double-line mixed teaching mode and to explore its application effect on the practice teaching of medical students in the department of surgical oncology.Methods:A total of 80 clinical medicine students were selected and randomly divided into a routine group and a research group, with 40 students in each group. The routine group implemented regular teaching, and the research group developed "double-line mixed teaching" mode. After teaching, the students' theoretical and practical skills assessment results, changes in medical students' abilities and their satisfaction with teaching were compared between the two groups. SPSS 19.0 was used for t test and chi-square test. Results:The theoretical and practical skill assessment scores of the research group were significantly higher than those of the routine group [(91.59±3.65) score vs. (84.67±4.34) scores, (86.05±4.16) scores vs. (74.73± 4.69) scores] ( P<0.05). The scores of medical humanistic spirit, clinical thinking ability, scientific research thinking ability, critical thinking and innovation ability of the two groups after teaching were all higher than those before teaching, and the above-mentioned ability scores of the research group were all higher than those of the routine group after teaching ( P<0.05). The satisfaction rates of the students in the research group regarding teaching content and form, improving self-study ability, strengthening understanding and mastering of knowledge, deepening practical experience, and improving collaboration ability were all higher than those of students in the routine group (87.50% vs. 67.50%; 82.50% vs. 60.00%; 90.00% vs. 67.50%; 92.50% vs. 75.00%; 95.00% vs. 77.50%), and the differences were statistically significant ( P<0.05). Conclusion:Constructing double-line mixed teaching mode in the practice teaching of medical students in the department of surgical oncology can improve the performance of theoretical and practical skills assessment, as well as improve the various abilities of medical students, and can obtain high satisfaction with the teaching mode.
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To explore the reconstruction and practice of medical English education in medical colleges and universities in China, totally, 23 deans of foreign language schools of medical universities and teachers in charge of English for Medical Purpose from prestigious universities where students have access to multidisciplinary education were interviewed via WeChat respectively. Additionally, a valid questionnaire survey was collected of 2 270 medical undergraduates in Xi'an Medical University, thus to evaluate feedback related to medical English education. In terms of medical English education, medical colleges and universities have such commonly shared disadvantages as insufficient medical knowledge of medical English teachers, imbalance between medical teaching and medical education, insufficient humanistic education in medical English teaching, poor integration of language and medicine science, ineffective coordination and matching between curriculum teaching and education objectives. Advisably, mixed mode of medical English education and teaching system in medical colleges and universities should be restructured. As for the development of English teachers for Medical Purpose, the synergy between medical English teachers in medical colleges and clinicians in affiliated hospitals should be developed via cooperative lesson preparation and classroom teaching characterized by hospital-school collaboration. Also, concerning teaching approaches and education and teaching objectives, the mixing of online and offline teaching should be adopted to achieve the objectives of making students be intellectually, competently, and emotionally qualified for future post. Last, medical English discipline should be prioritized to provide support for medical English education and teaching. The teaching and research competence of medical English teachers is the key factor for medical English education and teaching in medical colleges and universities. Importantly, integration of academia and medical industry needs to be deepened to facilitate the integration of medical industry, education and research, thus to ensure the development of high-quality medical talents with good mastery of English and medical English talents with good mastery of medicine in the fields of medical diplomacy and medical aid in African countries.
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Based on the online course of Medical Imaging, the online and offline mixed teaching mode is an important reform against the traditional teaching mode. Combining the teaching reform experience of Chongqing Medical University, this paper introduces the resource construction of the online teaching platform of Medical Imaging, the construction of the online and offline mixed teaching mode (including the overall reconstruction design of the online and offline teaching content, and the organic integration of the online and offline teaching content before, during and after class), the details of teaching implementation (taking ischemic cerebral infarction as an example), the teaching efficiency, the existing problems and related improvement measures. The preliminary practice shows that it has great significance in enhancing the teaching quality since it can break through time and space constraints, expand teaching space, effectively stimulate students' learning autonomy, enhance their practical skills, increase the communication and interaction between teachers and students, and improve the teaching effect.
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Online courses are an indispensable part of medical teaching in the new era. Online courses have good prospects, although also with certain problems in practice. As an important basic medical course, medical genetics has both basic theoretical knowledge and clinical cases, involving basic principles and the latest developments. A single online course or offline teaching model cannot meet the needs of subject development and training a new generation of medical professionals. Therefore, actively exploring the online and offline hybrid teaching model is one of the important topics in the current medical teaching reform.
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Genetics, MedicalABSTRACT
Objective:To evaluate the effect of goal-oriented online and offline mixed teaching method on the trainees of burn operating room.Methods:From June 2019 to June 2020, 42 trainees of burn operating room in our hospital were selected for the randomized parallel trial, and they were randomly divided into two groups, routine group and research group. The routine group adopted the conventional online and offline mixed teaching method, while the research group adopted the goal-oriented online and offline mixed teaching method. The internship time of both group lasted for 1 month. Results and excellent rates, self-confidence and burn surgery skills evaluation before and after the internship, and satisfaction with the internship mode were compared between the two groups. SPSS 19.0 was used for t test and chi-square test. Results:The results and excellent and good rates of theoretical examination and practical examination in the research group were higher than those of the routine group. The scores of self-confidence, choice of operation mode, innovation and optimization of operation, control of operation complications and treatment of intraoperative emergencies in the two groups after internship were higher than those before internship, and the above scores of research group were higher than those of the routine group after internship. The satisfaction scores of the students on enhancing self-confidence, and improving operational ability, learning initiative and learning efficiency in the research group were significantly higher than those in the routine group ( P < 0.05). Conclusion:Goal-oriented online and offline mixed teaching method on trainees in burn operating room can not only improve the examination results, enhance their confidence and burn surgery skills, but also achieve their satisfaction.
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Objective:To explore the application effect of online-offline mixed teaching mode in the teaching of histology and embryology.Methods:Two classes of students majoring in psychiatry from Batch 2020 were randomized into experimental group ( n = 100), and two classes of students majoring in general practice in 2020 grade were randomized into the control group ( n = 99). The online-offline mixed teaching mode was used in the experimental group, while a traditional teaching mode was used in the control group. The online test scores, final scores and questionnaire satisfaction of the two groups of students were evaluated on the teaching effect. All data were statistically processed by SPSS 19.0, and the comparison between groups was performed by t test. Results:The online test scores of the experimental group [(8.55±1.18) vs. (6.33±0.91)] and final scores [(85.56±3.32) vs. (72.24±2.71)] were significantly higher than those of the control group ( P < 0.05). Compared with the control group, the experimental group's satisfaction scores of the online-offline mixed teaching mode were significantly higher in students' learning interest, learning autonomy, time management ability, teamwork, interactive communication, knowledge understanding and memory ability ( P < 0.05). Conclusion:The online-offline mixed teaching mode can improve the histology and embryology teaching effect and promote the students' interest in learning and autonomous learning ability.
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Objective:To explore the effect of the X-BL mixed teaching mode on Pharmacology course. Methods:In Pharmacology course of the 2017 pharmacy major of our university, 3 teaching units were randomly selected as the control group while the rest 3 teaching units were selected as the experimental group. Traditional teaching mode was carried out in control group. In the experimental group, we designed a X-BL mixed teaching mode composed of web-based learning (WBL), case-based learning (CBL), and team-based learning (TBL). Teaching effects of the two groups were compared using online unit tests and questionnaires. Test scores were analyzed by SPSS 20.0, and differences between groups were analyzed by t test. Results:The test scores of each unit of the experimental group were significantly higher than those of the control group ( P<0.01), and the low scores were all zeroed. The questionnaires showed that the two groups showed similar learning willingness, but the experimental group students were more satisfied with teaching method, teaching quality, classroom atmosphere, teacher guidance and learning effect than the control group. Conclusion:The X-BL mixed teaching mode, which focused on case teaching and group learning, integrated online and offline teaching, and information teaching, has showed a better teaching effect than traditional teaching in the Pharmacology courses. This teaching mode may have certain promotion value in the future teaching applications.
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Objective:To reconstruct the curriculum based on the systematization of working process, and discuss the teaching effect of task-driven teaching method in microbiology examination teaching reform under the "student-centered and teacher-guided" mixed teaching mode.Methods:A total of 120 medical laboratory students were selected as research objects, and they were divided into experimental group and control group. The experimental group implemented the reconstructed curriculum content using task-driven teaching method under the mixed teaching mode, and the control group used traditional teaching method. At the end of the course, the questionnaire survey and final examination were combined to evaluate the teaching effect. SPSS 21.0 was used for statistical analysis to evaluate the differences of the teaching methods.Results:The questionnaire survey showed a generally higher evaluation on the teaching effect of the students after the reform, and the performance of the experimental group were significantly higher than that of the control group, with significant differences ( P<0.005). Conclusion:The task-driven teaching under the mixed teaching mode to carry out the teaching form combining theory with practice aimed at strengthening skills training can greatly promote the improvement of students' professional knowledge and skills as well as the cultivation of their professional qualities, so that the course of microbiological examination technology can better meet the requirements of higher vocational medical examination training objectives.
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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.
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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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With the accumulation of teaching experience and the summary of the teaching process in the teaching of medical colleges and universities, the course "Normal Human Morphology" has been basically on the right track in undergraduate education. However, most of the colleges and universities in China still use the traditional teaching mode, and the evaluation of students' learning effects and teacher teaching still follows the method of final evaluation. This method is not conducive to students' timely understanding of self-stage learning effects. It will affect the teacher's adjustment (or solution) to the specific links (or problems) that appear in the teaching process. The establishment of the mixed teaching model and formative evaluation system can solve the problems of the two to some extent.
Con la mayor experiencia de los docentes y del proceso de aprendizaje en la enseñanza de facultades y universidades de medicina, el curso "Morfología Humana Normal" básicamente ha seguido una metodología correcta en la educación de pregrado. Sin embargo, la mayoría de los colegios y universidades en China aún utilizan el modelo de enseñanza tradicional, por lo cual, la evaluación de los efectos de aprendizaje de los estudiantes junto con la enseñanza docente, a la fecha, sigue el método de una evaluación final. Este método no es propicio para la comprensión oportuna por parte de los alumnos, en la etapa del auto-aprendizaje, ya que afecta la adaptación (o solución) del profesor a los enlaces (o problemas) específicos que aparecen en el proceso de enseñanza. El establecimiento de un modelo de enseñanza mixta y un sistema de evaluación formativa en cierta medida podrían resolver ambos problemas.
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Humans , Education, Medical, Undergraduate/methods , Educational Measurement/methods , Anatomy/education , China , Surveys and Questionnaires , Analysis of Variance , Self-Directed Learning as TopicABSTRACT
Objective@#To explore the effect of distance education in the teaching mode of medical clinical skills, and to provide theoretical and practical basis for finding a better teaching mode to promote the combination of theory and practice.@*Methods@#A total of 172 trainees of clinical skill training in the training center were divided into the control group and the observation group (the observation group was divided into pre-class long-distance group, in-class long-distance group, after-class long-distance group). There were 43 trainees in each group. The control group adopted traditional teaching methods in clinical basic skills courses, and the observation group adopted mixed teaching mode under long-distance education. The satisfaction of teachers and students under the two teaching modes were investigated, and the performance of each group of students in skills, human-computer dialogue, and team first aid comprehensive test were compared.@*Results@#There were significant differences in teacher satisfaction between the control group and the pre-class and in-class distance groups (χ2 = 15.315, P = 0.000). There were significant differences in student satisfaction between the control group and the pre-class and in-class distance groups in terms of interactive participation, liveliness, interesting training skills and teaching level (χ2=4.497-17.153, P = 0.000-0.034). The results of each group reached the expected teaching goals. There were significant differences between the skill test score control group and the pre-class and in-class remote groups (t=25.357, 14.712, all P =0.000). There were significant differences between the human-machine dialogue test control group and the three observation groups (t=14.561, 19.420, 3.821, all P =0.000). There were significant differences between the team emergency comprehensive test control group and the three observation groups (t=14.561, 19.420, 3.821, all P=0.000).@*Conclusions@#Distance education has flexible in the mixed teaching mode of clinical skills, especially in pre-class and in-class. It can rapidly improve the basic clinical skills, theoretical knowledge and team mobilization ability of students. It is one of the best bridges to communicate their clinical theory and practice.
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The nursing students of Grade 2009 to Grade 2016 were selected.Their skills,midterm,usual and final performances as well as comprehensive scores of normal human morphology course were analyzed by one-way ANOVA in combination with different stages of curriculum integration in order to compare the teaching effect between traditional teaching mode + evaluation system and mixed teaching mode + formative evaluation in the course of normal human morphology.Statistical analysis by SPSS 17.0 showed that the average score of formation stage (traditional teaching mode) was 67.55 ± 12.72,the average score of integration stage (mixed teaching mode) was 72.79 ± 10.93 and the average score of development stage (formative evaluation +mixed teaching mode) was 83.94 ± 9.58.After making comparisons,the P values of ANOVA of the course of normal human body morphology in all stages were all less than 0.001,having statistical significance.The results showed that the overall development of the curriculum is becoming mature and the new teaching model can help students who usually do not like to review.
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Epidemiology is a traditional subject mainly based on principles and concepts,and its teaching method needs further improving to meet the requirement of the new trend of education reform.Lecture-based teaching,problem-based teaching,case-based teaching,and intemet based teaching,such as flip class,massive open online course and micro-lecture,all have its own unique merits in the practice of epidemiology teaching.So the combination of traditional teaching and online teaching is the most promising mode."Rain class",a mixed mode,is an efficient tool to present the epidemiology case more actually in class.Thus,teaching design and application of "rain class" are worth research.
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Epidemiology is a traditional subject mainly based on principles and concepts,and its teaching method needs further improving to meet the requirement of the new trend of education reform.Lecture-based teaching,problem-based teaching,case-based teaching,and intemet based teaching,such as flip class,massive open online course and micro-lecture,all have its own unique merits in the practice of epidemiology teaching.So the combination of traditional teaching and online teaching is the most promising mode."Rain class",a mixed mode,is an efficient tool to present the epidemiology case more actually in class.Thus,teaching design and application of "rain class" are worth research.
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Medical English is an important direction of college academic English teaching.This paper taking medical English as an example attempts to explore a new form of MOOC (massive open online courses) based on WeChat platform.With the help of the developer mode provided by the WeChat platform,various interaction and customization are achieved by programming.This kind of course is called WeChat-MOOC.It is introduced into the traditional class combining with the various students' activities,which makes the online and offline,mixed-class mode come true.