ABSTRACT
Objective To estimate the value of team-based learning ( TBL ) in the teaching of occupational health and occupational medicine for foreign students. Methods 42 foreign students from the majorofclinicalmedicineinHarbin Medical UniversitywereselectedtoformtheTBLdiscussiongroup. Before class, teachers assigned tasks, and the students were taught with the same teachers with TBL teaching method. The effect of learning was evaluated by questionnaire and classroom test. The t test was performed using SPSS 19.0 statistical software for comparison of the results of individual test and group test. Results The result of the questionnaire showed that students agreed that TBL teaching can improve students' interest, self-study ability and broaden their learning ideas. The classroom test results showed that after the TBL discussion, the test scores of occupational oncology and pneumoconiosis were significantly higher than those of individual test. The difference was statistically significant (P<0.05). Conclusion The TBL method can significantly improve the students' comprehension of knowledge and enhance their learning effect.
ABSTRACT
Most of the current experiments are obsolete and verified,the students are not interested in and the experiments are out of touch with the actual work.These are the common problems in the experiment teaching of occupational health and occupational medicine.By taking the students who majored in preventive medicine as the subjects,this study aimed to explore the effects of independent designed experiment teaching mode,which was based on dividing the groups before class,choosing the projects by students themselves,deciding the design of the program via the discussion of teacher and students and doing the experimental reports and sharing the experience.The results showed that,in the premise of the preliminary master of the theory and basic skills of occupational health and occupational medicine,carrying out independent designed experiments in the last three weeks of semester,to a certain extent,could arouse students' interest in learning,cultivate their abilities of independent thinking,practice,problem analysis and solution,and team cooperation.However,restricted by lack of teachers,inadequate equipment and high cost and other factors,this teaching mode is only suitable for small class.
ABSTRACT
Based on the formation of the evaluation, we conducted the reform of occupational health and occupational medicine teaching. The contents of the reform include the training of teachers, reintegrat-ing the practice contents, adopting the diversified teaching methods, and strengthening the network curricula and examination question bank construction, etc. And a formative evaluation index system was constructed, including the usual performance, experimental operation, occupational health survey, re-search design, PBL teaching, teaching effectiveness, self and mutual evaluation, a total of 7 first level evaluation indicators and 17 second level evaluation index. Finally, through the self-made questionnaire, the students in the experi-mental class of teaching reform were investigated, and the overall satisfaction rate was 91.9%.
ABSTRACT
Objective To observe the validity and feasibility of PBL teaching method in occupational health and occupational medicine theory teaching.Methods Sixty-one five-year undergraduates majored in preventive medicine were selected and self-control was applied.Two teaching contents which had similar teaching requirements were selected,one applied PBL teaching method and the other applied traditional teaching method.Students' results and passing rate in examination were analyzed and compared.SPSS 16.0 software was used for statistical analysis and data were manifested as ((x-) ± s).T test was used to do comparison between average results and chi-square test was used to do comparison between rates.SAS 9.0 software was employed and Fisher's exact probability analysis was performed on percent of pass.P＜0.05 stands for statistically significant differences.Results Test scores of the students taught by PBL teaching method were significantly higher than those of students taught by traditional teaching method (P＜0.05).Both female and male students' test scores were improved (P＜0.05) and increase of female students' test scores were more obvious than male students'.Passing rate of female students taught by PBL teaching method was significantly higher than female students taught by traditional teaching method (P＜0.05).Conclusion PBL teaching method applied in occupational health and occupational medicine theory teaching can significandy improve the quality of teaching.
ABSTRACT
Various teaching methods were used in occupational health and occupational medicine teaching,including problem based learning,multimedia teaching,bilingual teaching,case based learning and practice teaching methods when being confronted with new situation of occupational health and occupational safety.These methods are mean to encourage students' enthusiasm,cultivate students' comprehensive ability and enhance their sense of social responsibility and mission.Results showed that these methods improved the quality of teaching and achieved good teaching results.
ABSTRACT
Current occupational health and occupational medicine teaching content focused on the detection of harmful factors,and more belonged to validation experiments.Closed-end management of experimental teaching,experimental report-based performance evaluation methods and single model of teaching methods reduced the students' study interesting,lack of problem-solving abilities.Therefore,it is necessary to optimize the experimental curriculum,adopt an open experimental teaching,build a reasonable experimental evaluation system and promote the diversification of teaching model.
ABSTRACT
Teaching occupational health and occupational medicine was explored and some aspects were discussed such as enhancing thought cognition and stabilizing the thinking of specialty,paying attention to teaching method,improving teaching effect and intensifying the construction of teaching personnel.
ABSTRACT
The knowledge of occupational health and occupational medicine is the basis for students of preventive medicine in the future work.The paper expatiates on how to make students build up their thought of preventive medicine during the teaching course,and raise their interest in it and cultivate their comprehensive capability.The purpose of the paper is to enhance the teaching result and quality.