ABSTRACT
Objective:To investigate the application effect of the teaching model of massive open online course (MOOC)+small private online course (SPOC) in the undergraduate clinical teaching of Fundamentals of Surgery.Methods:A total of 30 undergraduate medical trainees in the five-year program were randomly divided into experimental group and control group, with 15 trainees in each group. With the chapter of basic surgical procedures as an example, the trainees in the control group received traditional teaching, and those in the experimental group received MOOC+SPOC teaching. Theoretical assessment and surgery simulation were performed at one week after the course to evaluate the teaching effect. SPSS 17.0 was used for the t-test and the chi-square test. Results:The experimental group had a theoretical assessment score of (92.5±6.4) points and a basic skill operation score of (91.7±2.2) points, while the control group had a theoretical assessment score of (85.3±7.3) points and a basic skill operation score of (83.6±6.4) points. The experimental group had an excellent rate of 60% (9/15) in theoretical assessment and 66.7% (10/15) in basic skill operation test, while the control group had an excellent rate of 40% (6/15) in theoretical assessment and 33.3% (5/15) in basic skill operation test. The experimental group had significantly higher scores and grades than the control group ( P<0.05). Conclusion:MOOC+SPOC teaching can significantly enhance the understanding of theoretical knowledge and the mastery of operational skills among trainees and improve teaching effect, and therefore, it has a good application prospect.
ABSTRACT
Objective To compare the differences in the practical operation of exercise therapy courses for rehabilitation major students between workshop teaching method and traditional teaching method, and to explore the teaching model and process of workshop teaching method. Methods We im-plemented traditional teaching method in 94 rehabilitation major students in grade 2012 from Xuzhou Medical University, while 96 students in grade 2013 were taught by workshop method, which is based on specific cases, combined with multi-angle evaluation methods and various treatment protocols, with the opti-mal therapeutic method carried out after learning different practical operations and comparing their indica-tions. Then we conducted course satisfaction survey and skills operation evaluation on students from both grades after the course, and the t test was performed with the use of SPSS 19.0. Results The survey showed that the satisfaction score was significantly higher in grade 2013 students with workshop teaching method (79.07±10.49), compared with that in grade 2012 students with traditional teaching method (72.59±13.56), and the difference was statistically significant (P<0.05); as for the skills operation evaluation, the average score was significantly higher in students from 2013 grade (95.04±2.98), compared with that in students from 2012 grade (92.33±1.97), and the difference was statistically significant (P<0.05). Conclusions The work-shop teaching method can significantly improve students' satisfaction for the practical course of exercise therapy while improving their operation abilities.
ABSTRACT
Neurobiology is to study the structure,function,development and regeneration of the nervous system at molecular,cellular and whole level.The objective of neurobiological teaching is to explore the importont and difficult points in teaching' the present article attempts to design a project pattern in practical course of neurobiology,which is suited to learning mode of medical college students.
ABSTRACT
This paper reports on the practical course in health care administration that our fifth-year medical students are required to take in order to facilitate team health care. The course is intended to give students an opportunity to review health care from various viewpoints, including those of patients and ancillary medical personnel. In the present study, we used students' reports and a survey carried out immediately after the course, to measure student reactions and to examine the usefulness and possible improvements for the course.<BR>Approximately 90% of the students acknowledged value in this method of teaching, and believed their experience would help them in the future when they are doctors. Furthermore, the results of an anonymous questionnaire given to doctors with up to five years of postgraduate experience revealed that more than 60% of them supported the continuation of this type of practical course in team health care as a part of medical education.