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Objective:To explore the application effects of mixed courses based on E-disciplinary platform on the teaching of nutrition and food hygiene.Methods:The study included in 31 preventive medicine students from group 1 to 3 Batch 2015 in Binzhou Medical University, who were divided into control group adopting (lecture-based learning, LBL) teaching model. While another 30 students from group 4-6 were divided into the experimental group adopting mixed teaching based on E-disciplinary platform. Analysis and assessments were done by course examinations and questionnaires. SPSS 20.0 was used for t test, rank sum test and chi-square test. Results:According to the course examinations, students in the experimental group got higher scores than those in the control group in terms of usual, examination and overall test scores [(46.17±8.84) points vs. (42.35±8.28) points; (37.31±6.58) points vs. (33.61±6.38) points; (81.97±9.18) points vs. (74.32±8.32) points, ( t=4.69, t=3.16, t=5.16, P< 0.01)]. Furthermore, the experimental group were better than the control group in the number distribution of excellent performance in usual, examination and overall test ( Z=2.71, Z=2.13, Z=4.57, P<0.05). The questionnaires demonstrated that the overall satisfaction rate of the experimental group (77.8%) was higher than that of the control group (47.8%) ( χ2=34.98, P<0.001). Conclusion:Student learning effect and the teaching quality can be improved by applying mixed teaching based on E-disciplinary platform.
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This paper discusses the value and significance of medical-industrial integration in the teaching reform of "food hygiene" in Nutrition and Food Hygiene. Meanwhile, the study focuses on the educational concept of medical-industrial integration practice in our university, referring to integrating food science into the teaching innovation plan of "food hygiene", and using the understanding and application from food science discipline on food hygiene even the entire industry chain, taking the "strong" of "food science" to supplement the "short" of "nutrition and food hygiene", which fulfills the improvement of the curriculum system, optimization of allocation of "double-qualified" teachers, and modification of teaching methods. The combination of the traditional teaching methods and modern educational technologies such as virtual reality can lead to the training goal of matching theory with application and cultivating compound high-quality talents with the post competencies in this field in the new era.
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Objective To explore the application and evaluation of S-P chart in analyzing examination papers of nutrition and food hygiene and improve the quality of examination.Methods 15 papers were randomly selected from 56 examination papers of nutrition and food hygiene and 5,4,5,1,0 were randomly selected from the students with scores of ＜60,60-69,70-79,80-89,and 90-100 with stratified samplingmethod.S-P chart and fuzzy S-P chart were drawn according to objective and subjective questions.Results In the S-P chart of multiple choice,both the P-curve and S-curve were in the lower right corner.There was no obvious fault on the S-curve,while P-curve had obvious faults.There were 2 questions and 1 student with alarm coefficient ＞ 0.75.The difference,difficulty coefficient,stability coefficient and suitability coefficient were 0.13,0.66,0.55 and 0.58 respectively.In the S-P chart of multiple choices,both the P-curve and S-curve were in the upper left corner.There was no obvious fault on the S-curve,while P-curve had obvious faults.There were 1 question and 1 student with alarm coefficient ＞ 0.75.The difference,difficulty coefficient,stability coefficient and suitability coefficient were 0.10,0.30,0.64 and 0.60 respectively.In the S-P chart of subjective questions,the difference was 0.275,and both the P-curve and S-curve were in the upper left corner and had no obvious fault.Conclusion The application of S-P chart can help teachers to analyze the difference between the quality of test questions and the grade of students,thereby making teaching more targeted and improving the quality of teaching and examination.
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Objective To explore the feasibility of team-based learning (TBL) for practice teaching of the aerospace nutrition and food hygiene.Methods A total of 90 students were investigated,and were divided into the TBL group (n=46) and the TL group (n=44) by simple random sampling.After the experiment teaching,a test and questionnaire were used to compare the teaching effect of TBL group and TL group.SPSS 18.0 was used for date and the data was analyzed by Independent-Samples t test and Chi-square test.Results Students in TBL group achieved higher mean test scores (85.70 ± 3.47) compared with students (74.10±2.41) in TL group and the difference was statistically significant (t=8.703,P=0.000).The results of the questionnaire showed that,compared with the TL group,TBL group students more agreed with the positive impact of the teaching methods on their team work ability,interpersonal skills,communication ability,problem-solving and self-learning and other aspects,and the differences between two groups were statistically significant (P＜0.05).In addition,the majority of the respondents in TBL group [93.5％ (43/46)] were satisfied with TBL.Conclusions TBL teaching is better than the TL teaching,and it can significantly improve students' comprehension of knowledge and enhance their learning effect.
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There were some shortcomings for traditional teaching mode of nutrition and food hygiene course, such as many teaching contents and little teaching time, students much passively learning and little active learning. We explored the combination of the WeChat and the TBL teaching to conduct the flipped classroom to solve the deficiency. The teaching pattern was conducted in 60 students majoring in preventive medicine from Grade 2012. The learning task of nutrition and food hygiene was released on the WeChat before the class. Students learned knowledge in the form of discussion based on case in the class. After the class, the discussion, answer the question and test were conducted on the WeChat. The survey showed that 85% of the students were satisfied with teaching pattern,especially satisfied with its role of broadening students' knowledge and vision, improving their autonomous learning ability, teamwork ability, and their ability to analyze and solve problems.
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To adapt to the new challenge of nutrition and food safety as well as to cultivate talents with capacity of innovation and practical application, Dalian Medical University starts to explore a wide range of experimental teaching system:expanding classical confirmatory experiment, offering comprehensive and designing experiment , encouraging students to participate in scientific research , building Internet teaching platform, and initiating community practice service projects. Multiple dimensional and teaching patterns contribute to strengthen basic skills, interest in scientific research, innovation consciousness and practical ability of undergraduate students, which greatly improves their consciousness of social service and responsibility and helps to cultivate the practical professional talents.
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Nutrition and food hygiene is a specialized main course of preventive medicine, which is of great significance to promoting the all-round development of students. In the teaching practice, we improve the teaching quality of nutrition and food hygiene by strengthening the quality education of the teachers to improve their professional quality, carrying out theoretical and experimental teaching mode reform, such as carrying out its special form and reorganizing the teaching content, some chapters of the course selection of PBL teaching, optimizing experiment content, increasing the design of experiments, and at the same time changing the traditional assessment methods.
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Objective To assess the applicative effect of the flipped classroom in nutrition and food hygiene. Methods 48 students of Class One from Grade 2011 majoring in preventive medicine were taken as the TBL group, with 49 students of Class Two as the flipped classroom group. The TBL group used TBL and the formative assessment, while the flipped classroom group used the flipped classroom and the forma-tive assessment. The teaching effect was evaluated through the unified examination and teaching satisfaction questionnaire survey. SPSS 17.0 statistical software was used for the data t test between the groups, and Wilcoxon test, chi square test were used for the linear correlation analysis of the usual grade and final grade of the flipped classroom group. Results The experimental scores (9.21 ±1.14) and the final scores (66.76±4.53) of the flipped classroom group students were significantly higher than the experimental scores (8.31±1.01) and final scores (61.31±4.37) of the TBL group and the difference was statistically significant (t=4.50, P=0.004; t=5.45, P=0.003). The excellent distribution of the flipped classroom group's overall results were higher than that of the TBL group (u=21.36, P=0.002). The usual scores and the final scores were positively correlated (r=0.960, P=0.000) in the flipped classroom group. The results of the question-naire showed that the flipped classroom group students' satisfaction with the positive impact the teaching methods had on all aspects of their own was higher than that of TBL group (P<0.05). Conclusion The flipped classroom teaching can help improve the students' learning enthusiasm, thinking activity and com-municative competence.
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Aerospace nutrition and food hygiene is a subject elucidating the effect of aerospace envi-ronment on nutrition and food hygiene which is closely related to health of flight personnel. The teaching work should be in the aim of raising battle effectiveness and enforcing the primary professional capability of students. The most required theory and techniques in both peacetime and wartime was the priority of teach-ing fulfilling mainly through practical or in-site learning. The examination was composed of test paper, ex-periments and health propaganda. The teaching evaluation relied on feed-back of the army on which the teaching plan was revised. Survey in three straight years indicated the exploration enhanced teaching quality significantly.
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In view of the new situation in rapid variation with food safety and nutrition, and an urgent need of the practical talents in China, this study proposes corresponding reforming measures in improving teaching principle, teaching content, teaching methods, teaching equipment, teaching evalu-ation and training teachers.
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Objective To analyze the implementation effect of formative assessment in nutri-tion and food hygiene. Methods 55 students of Class One from grade 2010 majoring in preventive medicine were taken as the control group, with 56 students of Class Two as the experimental group.The control group used the summative assessment , while the experimental group used the formative assessment. Results were analyzed by course examinations and questionnaire surveys. SPSS 17.0 soft-ware was used and the measurement data were expressed by x±s. Statistical analysis was performed using t test, test, rank sum test, a Yuan linear correlation analysis, with the level of test α=0.05. Results The experimental scores and final scores of experimental group students were significantly higher than the control group and the difference was statistically significant(P values were 0.001, 0.000). The experimental group's overall result is closer to the negative skewed distribution. The ex-perimental group's average score of 89 points is significantly higher than the control group's average score of 79 points(P<0.01), and the usual results and the final results were positively correlated(r=0.865, P<0.001). The survey indicated that the students recognized the application of formative assess-ment in teaching process . Conclusion Formative assessment can help improve the teaching and learning quality in nutrition and food hygiene.
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Applying scientific literature in the teaching of nutrition and food hygiene is neces-sary. It can not only deepen students' understanding of the course and improve students' English level and scientific research ability, but also can improve teachers' professional skill. To improve the effi-ciency of teaching, teachers should choose literature close to the course and pay attention to selecting review literature and English literature. Textbook should be principal line of study during the teach-ing. Teachers should control the number and timing of explaining literature and grasp the complexity of literature. In order to facilitate students' understanding, teachers should make full use of related figures and tables.
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The teaching reform in college is calling for changes in students' learning styles and teachers' teaching methods.It is very important to change teacher' s educational concept and transform teacher' s role in the teaching process in order to completely change the form and content of nutrition and food hygiene course.It means we should only change traditional teaching approaches into problem based learning or inquiry teaching but also summarize the teaching content and integrate the theory with practice.
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The teaching material library of nutrition and food hygiene was established based on the concept of integrable ware.This paper discussed on the methods and the experiences.The establishing principle must be clear,knowledge points should be separated into parts accurately,courseware and other computerized teaching materials should be made into full use and convenient and efficient retrieval method must be established.In the future,teaching material library and platform construction should be improved and study of educational technology should be strengthened to improve teaching quality and adapt to modern teaching requirements.
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Objective To understand the dietetic habits,the knowledge level of nutrition and food hygiene,the understanding of the relationship between food and disease,and their sources of and the demands for nutrition and food hygiene in the residents of Tianjin.Method 1 206 subjects(605 male and 601 female) aged 18 to 69 yrs were selected by the stratified multi-stage random sampling and investigated with the questionnaire.Results of all the subjects,no one's diet was consistent with the Chinese balanced diet guideline.Most subjects had some knowledge about food and nutrition,but only 60.2% of them passed the test.The situation of the knowledge awareness varied with their living area,education background and occupation.87.5% of the subjects had a good awareness for the relationship between food and disease,and varied with their education and occupation.Television was the most important approach for their acquiring the knowledge about nutrition and food hygiene.81.5% subjects were interested in learning more about nutrition and food hygiene.Conclusions The dietetic habits in residents of Tianjin was still not satisfied.It is necessary to strengthen the propaganda and education of the nutrition and food hygiene in residents and explore an effective education model for them.
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This paper discussed constructing the preventive medicine experiment demonstration teaching center,promoting the reform and innovation on nutrition and food hygiene,and put forward such teaching reformation and methods as innovative teaching idea for the specialty to keep up with time and the combination of modularization and systematization.
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The examination question database on Nutrition and Food Hygiene was set up and applied to reduce the effects of subjective factors on test efficacy.The test items of noun explanation,brief answer and discussion were compiled in the form of Microsoft Excel.Then the items were classified by Excel filtration function and a test paper was created by random sampling from the database.It reduces teachers' burden of making test questions and increases objectivity of test questions,which has achieved good results in teaching.