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Objective:To explore the application effect of Assessmen-Diagnosis-Plan-Implementation-Evaluation(ADPIE) teaching model based on skill competition in the teaching of "basic nursing" skills in higher vocational colleges.Methods:This was a quasi experimental study. Convenience sampling method was adopted to select students from two classes of 2021 vocational nursing major of Pingxiang Health Vocational College from February to July 2022 as the research objects, among which 53 nursing students from Class 9 were selected as the experimental group and 55 nursing students from Class 13 were selected as the control group. The experimental group was taught based on the ADPIE teaching mode of skill competition. The control group was taught according to the conventional teaching mode, and the academic record and humanistic care ability of the nursing students in the two groups were compared.Results:The three dimensions of humanistic care ability in experimental group were cognition (70.82 ± 9.20) points, courage (59.58 ± 6.04) points, patience (57.17 ± 5.26) points, total score (187.57 ± 20.50) points. They were higher than those in the control group,which were (67.40 ± 8.83), (55.98 ± 9.03), (54.37 ± 5.96) and (177.75 ± 20.82) points, and there were statistical differences between the groups (t values were 2.61 to 3.42, all P<0.05). In addition, the three dimensions of academic performance: ordinary score (6.10 ± 1.22)points, course score (57.10 ± 6.27) points, objective structured clinical examination (OSCE) score (27.09 ± 2.13)points, total score (90.29 ± 9.69) points, they were also higher than those of the control group (5.06 ± 1.33), (52.73 ± 5.44), (25.35 ± 3.29), and (83.14 ± 10.06), and the differences between groups were statistically significant ( t values were 2.52-3.34, All P<0.05). Conclusions:ADPIE teaching model based on skills competition can improve the course scores and humanistic care ability of nursing students, and the teaching effect is significant.
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From November 2020 to November 2021, the TEST(Task-Experience- Supervise-Thinking) teaching model was adopted for general practice residency training in teaching clinic of Changfeng Health Service Center of Shanghai Putuo district. The satisfaction of mentors, residents and patients was surveyed with self-assessment questionnaire. The satisfaction scores of mentors, residents and patients were (79.89±0.40), (79.96±0.19) and (49.92±0.40). The adaption of model TEST in teaching clinic is more effective in training of clinical competency, communication ability, management ability and narrative ability for general practice residents. It is also beneficial for mentors to upgrade their teaching ability, as well as for patients to improve their experience and satisfaction for seeking medical service. It is worth popularizing in the community practice base of general resident training.
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Objective:To explore the effect of the "organ system-based learning (OBL)" digestive system teaching model in the clinical internship teaching of undergraduate nursing students.Methods:A total of 84 nursing undergraduates who practiced in the digestive system department of a third-grade Class-A general hospital from July 2020 to May 2022 were selected as the research objects. According to the historical control study, they were divided into control group ( n=42) and experimental group ( n=42). The control group adopted traditional practice teaching, and the experimental group adopted OBL teaching. The admission theory scores of the two groups of nursing students in the department, graduation theory scores and technical scores, nursing students' core competency and clinical teaching satisfaction were compared. SPSS 24.0 was used for t-test and chi-square test. Results:There was no significant difference between the experimental group and the control group in admission theory scores. The graduation theory scores of the experimental group (93.27±1.47) and the control group (90.91±1.32) were statistically significant ( t=7.72, P<0.001). The graduation technical scores of the experimental group (94.51±1.81) and the control group (94.00±2.35) were not significantly different ( t=1.12, P=0.268). The core competency of nursing students in the experimental group (164.21±20.81) and the control group (152.79±15.76) was statistically significant ( t=2.84, P=0.006). Clinical teaching satisfaction of the experimental group (173.33±17.58) and the control group (152.67±19.74) was statistically significant ( t=5.07, P<0.001). Conclusion:The application of the OBL practice teaching model in the digestive system department is conducive to improving the theoretical knowledge of nursing students, and improving the core competence and clinical teaching satisfaction.
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Objective:To investigate the influence of the teaching model based on the synergy of medical education on the objective structured clinical examination (OSCE) scores and critical thinking ability of interns in emergency department.Methods:A total of 84 students who studied as interns in Emergency Department of our hospital from January 2020 to 2021 were selected as research subjects, and they were divided into observation group and control group using a random number table, with 42 students in each group. The students in the control group were taught using traditional methods, while those in the observation group were taught based on the synergy of medical education. Both groups received an OSCE examination, and the two groups were compared in terms of OSCE score, critical thinking ability, and evaluation of teaching. SPSS 22.0 was used to perform the t-test and the chi-square test. Results:Compared with the control group, the observation group had significantly higher scores of theoretical assessment, disease assessment, first aid measures, special skills, use of medical instruments, communication skills with SP, and medical record writing and a significantly higher total score of OSCE assessment ( P<0.05). After teaching, both groups had a significant increase in the score of critical thinking ability, and the observation group had a significantly higher score than the control group [(306.38±25.76) vs. (280.39±20.17)]. The observation group had a significantly higher degree of satisfaction with teaching than the control group ( P<0.05). Conclusion:The teaching model based on the synergy of medical education can improve the OSCE score of interns in emergency department and cultivate their critical thinking ability, and there is a relatively high degree of satisfaction with this teaching model.
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Objective:To investigate the application effect of the blended teaching model of "pre-class synchronous small private online course (SPOC)+ flipped classroom+post-class knowledge expansion" in the theoretical teaching of biochemistry and molecular biology. Methods:A total of 951 students majoring in clinical medicine, preventive medicine, and pharmacy in the class of 2020 in Qiqihar Medical College were selected as teaching reform research group (experimental group), and their curriculum relied on the self-built massive open online course (MOOC) curriculum and the MOOC resources of Chinese universities to construct a blended teaching model; the reform methods such as small class grouping, case-based learning, and diversified examination were adopted to carry out theoretical flipped teaching activities with cross integration of cases and knowledge points as the main line. A total of 847 students majoring in clinical medicine, preventive medicine, and pharmacy in the class of 2019 were selected as control group, and the traditional teaching method was used for theoretical courses. The courses were evaluated by offline assessment and online assessment, and feedback information was collected through examination scores, questionnaire survey, and online voting. SPSS 20.0 was used for statistical analysis, and the t-test was used for comparison between groups. Results:The experimental group had a significantly higher total score of final examination than the control group [(92.12±3.88) vs. (86.73±5.27), P<0.05]. The questionnaire survey showed that the students in the experimental group showed a relatively high degree of satisfaction with the blended teaching reform, which increased their participation, experiencing, and sharing activities. The students majoring in clinical medicine in the class of 2020 believed that they had established clinical thinking ability (263, 92.61%) and become familiar with the clinical manifestations and pathogenesis of common diseases (262, 92.25%); the students majoring in preventive medicine in the class of 2020 believed that they had increased their awareness of serving the public (151, 93.21%) and developed the ability to teach and guide healthy living (148, 91.36%); the students majoring in pharmacy in the class of 2020 believed that they had mastered the mechanism of action of drugs for disease treatment (138, 93.24%) and understood the importance of rational drug use in clinical practice (135, 91.22%). Conclusion:The blended teaching model realizes student-centered teaching, stimulates the interest and initiative in learning, and improves learning outcome, thereby improving teaching quality to a certain extent.
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Objective:To investigate the application effect of the blended teaching model of "intelligent teaching" and "wisdom learning" in the practice teaching of integrated traditional Chinese and Western medicine in internal medicine.Methods:According to the principle of randomization, 54 interns in Class 1 of integrated traditional Chinese and Western medicine in the grade of 2019 were selected as control group and received traditional teaching, and 56 interns in Class 2 were selected as observation group and received blended teaching with "intelligent teaching" and "wisdom learning". After 6 months of internship, the two groups were compared in terms of the scores of theoretical assessment (basic theoretical knowledge and professional theoretical knowledge), clinical practice ability [Leicester Assessment Package (LAP)], and degree of satisfaction with teaching. SPSS 17.0 was used to perform the t-test and the chi-square test. Results:At the end of internship, compared with the control group, the observation group had significantly higher score of basic theoretical knowledge (41.53±3.42 vs. 38.71±3.38, P<0.05), score of professional theoretical knowledge (39.49±3.14 vs. 37.85±3.07, P<0.05), LAP score (84.32±6.65 vs. 78.46±6.17, P<0.05), and degree of satisfaction with teaching ( P<0.05). Conclusion:For interns majoring in integrated traditional Chinese and Western medicine, the blended teaching model of "intelligent teaching" and "wisdom learning" can strengthen their mastery of theoretical knowledge, enhance their clinical practice ability, and improve their degree of satisfaction with teaching.
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This study investigates the application effect of bisection combined with flipped classroom in the teaching of the course Introduction to Hearing and Speech Rehabilitation. A total of 74 students majoring in hearing and speech rehabilitation in the classes of 2019 and 2020 were selected as research subjects, and flipped classroom was applied in the teaching of the course Introduction to Hearing and Speech Rehabilitation. A questionnaire survey was conducted to compare the difference between traditional teaching model and flipped classroom in improving the comprehensive abilities of students. Research findings show that the teaching model of bisection combined with flipped classroom can significantly improve the abilities of self-expression, creative thinking, teamwork, and interpersonal communication among students, and there was no significant difference in improving learning enthusiasm between the two teaching models.
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Objective:To explore the feasibility of applying BOPPPS (B-bridge in, O-objective, P-pre-assessment, P-participatory learning, P-post-assessment, S-summary) course design mode in the teaching of internal medicine practice for nursing undergraduates.Methods:A total of 73 nursing interns of Kunming Medical University were selected as subjects and divided into the experimental group ( n=30) and the control group ( n=43). The experimental group adopted the practice teaching method based on BOPPPS model, while the control group adopted the traditional teaching method. Students' evaluation was collected by questionnaire. The students' comprehensive reasoning ability, holistic nursing skills ability and clinical nursing evaluation ability were evaluated by taking out questions from the question bank. And the results of teachers' evaluation on the participation of case study and problem solving in the process of students' internship were collected. SPSS 20.0 was used for t-test. Results:The students' evaluation of the practice process in the experimental group (86.81±2.85) was significantly better than that in the control group (82.61±3.82) ( P<0.001). The experimental group was significantly better than the control group in comprehensive reasoning of clinical thinking and assessment of holistic nursing ability ( P <0.001). Teachers' evaluation in the experimental group was better than that in the control group ( P <0.05). The overall effect of the experimental group (20.60±1.73) was significantly better than that of the control group (17.84±1.70) ( P <0.001). Conclusion:BOPPPS mode is helpful for teachers to carry out and demonstrate holistic nursing teaching with symptoms as the core according to the overall teaching objectives of nursing internal medicine, optimize the time arrangement and knowledge structure, improve the practice efficiency, and promote the establishment of holistic nursing thinking mode of students.
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Objective:To explore the effect and value of the active learning mode based on mind mapping in the teaching of medical service support for major disasters.Methods:A total of 90 undergraduate students of 2016 Clinical Medicine of Naval Medical University were randomly selected as research objects, and they were randomly divided into observation group and control group. The 45 students in the control group used the traditional teaching mode, and the 45 students in the observation group used the mind mapping-based active learning mode for major disaster rescue and medical survice. The teaching time of the two groups was 12 h. The theoretical examination of knowledge and practical skills of the two groups of students were compared after teaching, and the students' satisfaction with the application of mind mapping-based teaching model in the teaching of medical service support for major disaster rescue was investigated. EmpowerStats and R softwares were used for t test and Chi-square test. Results:There were 24 males and 21 females in the observation group, with an average age of (21.40±0.69) years old. There were 22 males and 23 females, with an average age of (21.71±0.55) years old. The theoretical performance of the observation group (91.38±4.37) was significantly higher than that of the control group (84.91±3.98) ( P<0.001), and the practical skill performance of the observation group (92.98±3.24) was significantly higher than that of the control group (87.38±3.80) ( P<0.001). At the same time, the students' satisfaction with teaching effect in the observation group was 82.2% (37/45), which was significantly higher than that in the control group (37.8%, 17/45). Conclusion:The active learning mode based on mind mapping focuses on cultivating students' independent learning, interactive exploration and clinical thinking ability, and has a broad application prospect in the teaching of medical service support for major disasters.
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RESUMEN El artículo surge de la necesidad de contextualizar la enseñanza deportiva y de establecer las características que la diferencian del entrenamiento deportivo a partir de la definición de sus componentes y del sistema de categorías pedagógicas, principios y regularidades que le son inherentes. Todo ello, para dar respuesta a la contradicción latente hoy en la formación inicial y continua del profesor deportivo, así como al modo de actuación y desempeño de sus funciones profesionales en correspondencia con las exigencias reales del contexto de la esfera de actuación (eslabón de base) donde está indicado su práctica profesional. El objetivo de la investigación es reflexionar acerca de los componentes, categorías y sistema de principios que caracterizan la enseñanza deportiva, diferenciándolos de los del entrenamiento deportivo. Se realizó una extensa revisión bibliográfica en repositorios nacionales y en las bases de datos de EBSCO HOST, Dialnet, SPORTDiscus y Google Scholar, que recogen artículos y revistas del ámbito nacional e internacional. Los análisis realizados ofrecen una respuesta concreta y aplicable para el perfeccionamiento del plan de estudios de la carrera, así como de los documentos normativos del desempeño de los profesores deportivos en el eslabón de base.
RESUMO O artigo surge da necessidade de contextualizar o ensino desportivo e de estabelecer as características que o diferenciam da formação desportiva, definindo os seus componentes e o sistema de categorias pedagógicas, princípios e regularidades que lhe são inerentes. Tudo isto, a fim de responder à contradição latente hoje em dia na formação inicial e contínua dos professores desportivos, bem como à forma de agir e desempenhar as suas funções profissionais em correspondência com as exigências reais do contexto da esfera de ação (elo básico) onde a sua prática profissional é indicada. O objectivo da investigação é refletir sobre os componentes, categorias e sistema de princípios que caracterizam o ensino desportivo, diferenciando-os dos do treino desportivo. Foi realizada uma extensa revisão bibliográfica em repositórios nacionais e nas bases de dados EBSCO HOST, Dialnet, SPORTDiscus e Google Scholar, que incluem artigos e periódicos nacionais e internacionais. As análises efetuadas oferecem uma resposta concreta e aplicável para a melhoria do currículo do grau, bem como os documentos normativos do desempenho dos professores desportivos na ligação de base.
ABSTRACT The article arises from the need to contextualize sports teaching and to establish the characteristics that differentiate it from sports training from the definition of its components and the system of pedagogical categories, principles and regularities that are inherent to it. All this, in order to give an answer to the latent contradiction today in the initial and continuous training of the sports teacher, as well as to the way of acting and performing their professional functions in correspondence with the real demands of the context of the sphere of action (basic link) where their professional practice is indicated. The objective of the research is to reflect on the components, categories and system of principles that characterize sports teaching, differentiating them from those of sports training. An extensive bibliographic review was carried out in national repositories and in the EBSCO HOST, Dialnet, SPORTDiscus and Google Scholar databases, which collect articles and journals of national and international scope. The analyses carried out offer a concrete and applicable answer for the improvement of the career curriculum, as well as of the normative documents for the performance of sports teachers in the basic link.
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Based on the teaching advantages of "Internet +", we integrated the ATDE(asking, thinking, doing, evaluation) teaching model to explore the online teaching mode of neurology during the COVID-19 epidemic, and chose the ischemic cerebrovascular disease as a representative case of specific neurological diseases. The practical ATDE teaching in the teaching of neurology was elaborated by introducing, inspiring doubt, setting suspense, and raising questions, and leading students gradually to think deeply. Finally, the innovation and thinking of the online teaching of neurology brought by "Internet +ATDE" teaching model are discussed.
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Objective:To construct a "Five-in-one" blended teaching model in the course of fundamental nursing with ideological and political education as the core, integrated with online and offline, and complemented with theory and experiment, and to explore its application effect.Methods:Eight classes of nursing undergraduates in Batch 2019 were selected through convenience sampling method, and through random cluster sampling, Class 5 to 8 were divided into control group and Class 1 to 4 were divided into experimental group. The control group used the traditional teaching method, the experimental group used the "Five-in-one" mixed teaching model. After the course, the teaching effect was evaluated by the professional commitment scale, the recessive truancy scale for college students, the self-regulated learning ability scale and the examination results. SPSS 23.0 software was used for t test. Results:After teaching, the scores of professional commitment, self-adjustment in recessive truancy, autonomous learning ability and examination results of the experimental group were higher than those of the control group [(91.30±10.38) vs. (87.31±16.40), (23.30±4.50) vs. (21.23±4.51), (82.31±10.06) vs. (79.42±9.79), (72.31±10.13) vs. (70.14±9.67) and (87.93±4.60) vs. (86.50±4.67), respectively]. The scores of academic cognition, learning habit, classroom cognition and learning environment in recessive truancy of the experimental group were lower than those in control group, with statistical significance.Conclusion:The application of "Five-in-one" blended teaching model in the course of fundamental nursing can reduce students' recessive truancy and improve their professional commitment, autonomous learning ability and academic achievement.
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Objective:To analyze the application effect of online and offline linkage teaching model based on dynamic cases on the residency teaching of department of otolaryngology head and neck surgery.Methods:The teaching data of 62 residents who received standardized residency training in this specialty between December 2018 and July 2020 were collected in the study. According to the sequence of admission to the department, the residents were divided into observation group ( n=32, online and offline linkage teaching) and control group ( n=30, traditional offline teaching). The professional knowledge assessment scores and teaching satisfaction of the two groups of standardized residents, the independent learning ability scores and 360-degree evaluation scale scores under different teaching methods after 6 months were compared between the two groups. SPSS 19.0 was used for chi-square test and t test. Results:The professional knowledge assessment scores of standardized residents in observation group were significantly higher than those in control group [(86.79±7.03) vs. (82.14±6.52)]. After 5 months of teaching, the independent learning ability in both groups was improved, and the scores of learning motivation and learning strategy in observation group were higher than those in control group ( P<0.05). The teaching satisfaction was 93.75% in observation group and 66.67% in control group, and that was better in observation group compared with control group ( P<0.05). The ability scores of seven roles of medical experts, communicators, collaborators, leaders, health advocates, scholars and professionals were significantly better in observation group compared to control group ( P<0.05). Conclusion:Online and offline linkage teaching model based on dynamic cases has a good effect and high teaching satisfaction for the residency teaching of department of otolaryngology head and neck surgery, and it stimulates the learning enthusiasm of the trainees and is conducive to the formation of clinical thinking.
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Objective:To explore the applicability and effect of the self-directed learning teaching model in the teaching of joint surgery.Methods:A total of 60 interns in The Eighth Medical Center of PLA General Hospital from September 2018 to September 2020 were randomly divided into the traditional group (using traditional teaching methods) and self-directed learning group (using the self-directed learning approach), with 30 students in each group. The general condition, teaching performance (including theoretical and practical achievements), scores of abilities (including abilities of literature review, lecturing, organization, communication and teamwork), and subjective evaluation scores (learning interests and satisfaction) were analyzed. SPSS 23.0 statistical software was used to conduct independent-sample t-test and chi-square test. Results:The self-directed learning group had higher scores than the control group in the theoretical score [(87.63±7.01) vs. (79.56± 7.08)] and practical score [(86.40±6.45) vs. (82.70±7.65)], literature review score [(16.33±2.45) vs. (14.50±2.27)], the ability of lecturing [(15.56±2.97) vs. (13.90±2.56)], organization [(17.61±2.34) vs. (14.96±2.55)], communication [(17.06±1.91) vs. (14.53±1.96)], and teamwork [(16.23±1.71) vs. (14.76±2.32)], as well as the indicators of learning interest and levels of satisfaction (teaching form and teaching effect), with significant differences between the two groups ( P<0.05). Conclusion:The self-directed learning teaching model can inspire students' initiative, improve teaching quality, and contribute to new ideas for teaching reform.
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Objective:To explore whether the introduction of the O-PIRTAS (objective, preparation, instructive vedio, review, test, activity, summary) teaching model can help in curriculum learning and improve students' medical humanities literacy.Methods:Taking 118 sophomores of clinical medicine and nursing majors from Xiamen Medical College as control group, and 122 students as experimental group and as control group, the research lasting 8 weeks was carried out around five modules. The control group adopted the traditional teaching mode, while the experimental group used the O-PIRTAS model. After teaching, by comparing the exam results and issuing questionnaires, the teaching effects of the two methods on students' caring ability, empathy, emotional intelligence and supportive communication ability were compared. SPSS 22.0 was used for t test and chi-square test. Results:The average score of the experimental group [(83.61±2.13) points] was higher than that of the control group [(78.03±2.02) points], with significant differences ( t=3.60, P<0.001). As for the statistical analysis of the questionnaire, the students in experimental group scored higher in empathy, emotional intelligence and supportive communication skills than those in control group ( t=-3.20, P=0.002; t=-3.93, P<0.001; t=-4.00, P<0.001). Conclusion:Applying O-PIRTAS flipped classroom teaching model to medical humanities English courses helps to improve students' curriculum learning and medical humanities literacy, improve the effectiveness of the classroom and better play the educational role of the curriculum.
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The scaffolding teaching is a kind of "student-centered" teaching desgin. In this study, the teacher breaks down complex content into simply conceptual framework so as to enable students to define their learning objectives, provide help for students' learning, and guide students to think independently and explore cooperatively to construct their own knowledge system. Clinical Microbiology Laboratory Technology is a specialized course with very complicated theoretical contents, which can break up the whole into parts by scaffolding instruction, combined with the learning strategies of cooperation, exploration and mind mapping. Finally, "installment fixed deposit" is realized by induction and summary. The scaffolding teaching model promotes students' ability of autonomous learning, analytical reasoning and innovation.
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Anaerobic digestion is another important anaerobic catabolism pathway besides lactic acid and ethanol fermentation, which is of great significance for recycling resources, maintaining the ecological balance, optimizing the energy structure, alleviating the energy crisis, and promoting the implementation of the "Carbon Peaking and Carbon Neutrality" strategy. However, such an important metabolic process has not been involved in the current textbooks and teaching of biochemistry courses, making the teaching system incomplete. The anaerobic digestion process involves many reactions and complex metabolic pathways. In order to improve the students' understanding to this process, we created a full chart of the whole anaerobic digestion process based on systemic literature review and integrated it into the classroom teaching through the BOPPPS teaching mode. It was found that the classroom teaching assisted by this metabolic chart could help students establish the structural framework of the anaerobic digestion process and enrich the knowledge system of metabolism, achieving a good teaching effect. This paper introduces the content of the metabolic pathways of anaerobic digestion and the design of the teaching process, which would facilitate the teaching reforms and perfection of textbooks for related courses, such as Biochemistry, Environmental Engineering Microbiology and New Energy Engineering.
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Humans , Anaerobiosis , Biochemistry/education , Students , Metabolic Networks and Pathways , FermentationABSTRACT
Objective:To explore the application effect of BOPPPS teaching(bridge-in, objective, pre-assessment, participatory learning, post-assessment, summary) model based on comprehensive surgical nursing cases in higher vocational nursing students.Methods:The nursing students of three-year higher vocational nursing in a vocational college in Jiangsu province were involved in the study. Two classes were randomly selected and divided into observation group (54 students) and control group (53 students). Students in the observation group were taught with BOPPPS teaching model that required comprehensive case resources of surgical nursing, while students in the control group were taught with traditional case-based learning. At the end of the course, the differences of students' comprehensive assessment scores, learning feelings and teachers' teaching skills evaluation were compared between the two groups. SPSS 20.0 was used for t test. Results:The comprehensive curriculum assessment results of nursing students in the observation group were higher than those of the control group [(65.20±10.08) scores vs. (60.97±10.41) scores], with statistical significance in the differences ( t=2.141, P=0.035). The total learning feeling scores of the observation group was higher than those of the control group [(77.50±4.93) scores vs. (72.21±7.15)], with statistical significance in the differences ( t=4.45, P<0.001). The scores of teachers' introduction, demonstration, questioning, change, organization, strengthening and ending skills in the observation group were higher than those in the control group, with significant differences ( P<0.05). Conclusion:BOPPPS teaching model based on comprehensive surgical nursing cases can optimize teaching design, improve teaching effect, and promote learning and teaching interactively.
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Plant biology is a basic course for students majoring in biological science. Under the guidance of developmental biology, we have constructed a comprehensive, systematic and dynamic new curriculum system for plant biology. There are still some problems existing in the current curriculum teaching mode, e.g. the students do not listen carefully to the lecture due to single classroom teaching mode, the mismatch between theoretical and experimental courses in terms of content and timing, the incomplete understanding on plants and the difficulty of integrating learning and practicing due to insufficient field practices. In view of these problems, a series of new teaching strategies for bioscience major of Harbin Institute of Technology were proposed and implemented. The combination of lectures and high quality massive open online courses (MOOC) were used for theoretical study, to which the flipped classroom was added. In addition, the theoretical study and the experiment work were combined. Moreover, the plant cognitive practices were carried out in the campus and the botanical garden in early spring, late spring and summer, respectively. Satisfactory results were achieved after two rounds of teaching practice, which fulfilled the education requirements and laid foundations for students to continue follow-up basic and professional courses.
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Humans , Biological Science Disciplines , Biology , Curriculum , Learning , StudentsABSTRACT
Na entrevista, o professor Vilmar Thomé considera sua trajetória acadêmica e profissional, em especial sua experiência de Pró-Reitor e de Reitor na Universidade de Santa Cruz do Sul (UNISC), para analisar as mudanças e as adaptações que ocorrem nas Universidades Comunitárias num momento em que o ensino universitário no Brasil é provocado a se reinventar. Para o professor Thomé, vivemos um momento em que os diferentes modelos de Universidade no Brasil precisam ser repensados, considerando a importância de melhorar o aproveitamento dos recursos investidos, de alcançar melhores resultados, de ter maior capacidade de atender às necessidades da sociedade. Na experiência das Universidades Comunitárias, o professor destaca três questões que se consolidaram como legado da história até então construída: transparência, descentralização e participação. Mas destaca que o momento é de adaptações, sem esquecer o legado construído, mas considerando os desafios de um tempo de crise e de transformações tecnológicas que criam novas possibilidades de organização das atividades universitárias.(AU)
In the interview, Professor Vilmar Thomé considers his academic and professional trajectory, especially his experience as Pro-Rector and Rector at the University of Santa Cruz do Sul (UNISC), to analyze the changes and adaptations that occur in Community Universities at a time in which university education in Brazil is provoked to reinvent itself. For Professor Thomé, we live in a moment in which the different models of University in Brazil need to be rethought, considering the importance of improving the use of invested resources, of achieving better results, of having a greater capacity to meet the needs of society. In the experience of Community Universities, the professor highlights three issues that have consolidated themselves as a legacy of the history built up to then: transparency, decentralization and participation. But he highlights that the moment is one of adaptations, without forgetting the legacy built, but considering the challenges of a time of crisis and technological changes that create new possibilities for organizing university activities.(AU)