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Objective:To explore the effects of practice teaching based on Gagne's teaching theory combined with scene teaching method on core competency of nursing students in department of respiratory and critical care medicine.Methods:A total of 42 nursing students from the Respiratory and Critical Care Medicine Department of Beijing Jishuitan Hospital were enrolled and divided into observation group (21 cases) and control group (21 cases) using a random number table. Traditional teaching method was used in the control group, while Gagne's teaching theory combined with scene teaching method was used for teaching the observation group. After teaching, theoretical knowledge and actual operation ability of nursing students were assessed. The core competency of nursing students was evaluated by core competency assessment scale. The independent learning ability of nursing students was evaluated using an assessment tool. The self-evaluation of teaching effect in the two groups was compared. The t test or chi-square test was performed in SPSS 22.0. Results:The scores of theoretical knowledge and actual operation ability in the observation group were (88.10±7.52) and (90.81±4.88), respectively. These scores were significantly higher than those in the control group [(83.62±6.58) and (72.57±8.94), t=2.06, 8.21, P<0.05]. The scores of core competency and independent learning ability were significantly higher in the observation group than in the control group [(185.53±20.19) and (129.09±16.14) vs. (170.52±20.32) and (105.86±12.23), t=2.40, 5.10, P<0.05]. The score of self-evaluation on teaching effect was significantly higher in the observation group than in the control group [28 (25, 29) vs. 21 (20, 22), Z=5.39, P<0.05]. Conclusion:Gagne's teaching theory combined with scene teaching method in practice teaching of nursing students in the department of respiratory and critical care medicine should be promoted because this combined method improves the mastery of theoretical knowledge and actual operation skills, the independent learning ability and core competency of nursing students, and the effect of nursing teaching.
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Objective:To explore the application effect of progressive case teaching method based on core competency in standardized nursing training.Methods:A total of 63 nursing students rotated in department of neurosurgery from June 2020 to June 2022 were selected as the research objects and randomized into experimental group ( n=31) and control group ( n=32). The experimental group adopted the progressive case teaching method based on core competency, and the control group adopted the conventional teaching mode. The data was analyzed using SPSS 26.0 to conduct t-test or non-parametric test based on the data normality for comparing the theory results, objective structure clinical examination (OSCE) scores, core competency, self-directed learning ability scores, teaching satisfaction and nursing satisfaction of patients in two wards between the two groups. Results:The theoretical results ( t=4.74, P<0.001) and OSCE scores ( t=3.81, P<0.001) of the experimental group were better than those of the control group. The scores of core competency and autonomous learning ability ( t=4.32, P<0.001) of the experimental group were better than those of the control group. The teaching satisfaction score ( t=2.21, P=0.044) and patient satisfaction score ( t=2.92, P=0.011) of the observation group were better than those of the control group. Conclusion:The progressive case teaching method based on core competency can improve the post competency of nurses, and also improve the teaching satisfaction rate and patient satisfaction rate, which is worthy of being carried out in the subsequent teaching activities.
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Targeted to the junior nursing students in our university, we applied experiential teaching in the course of Obstetrics and Gynecology Nursing to carry out humanistic care infiltration education, which mainly included three parts: aesthetic activities in theoretical class, experiential activities in experimental class and enlightenment after class. After class, compared with the nursing students who were educated by traditional teaching methods, the quality of humanistic care of nursing students who accepted experiential teaching was improved more obviously. It is suggested that the application of experiential teaching is effective in infiltrating humanistic care education in nursing professional courses, which is also in line with the development of nursing discipline.
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Objective:To explore the application of analogical thinking combined with situational teaching method to create a happy learning situation in ophthalmic nursing practice teaching.Methods:A total of 90 nursing students who had practice in Department of Ophthalmology, Xijing Hospital, Air Force Medical University, from October 2020 to January 2022 were selected as the research objects. According to different teaching methods, they were divided into control group and observation group. The control group ( n=45) adopted conventional teaching, while the observation group ( n=45) adopted analogical thinking combined with situational teaching method. The two groups of nursing students were evaluated by comprehensive examination results, teaching effect questionnaire and students' overall satisfaction with their teachers. SPSS 22.0 was used for t-test and Chi-square test. Results:The test scores of theoretical knowledge [(85.39±1.57) vs. (84.41±1.34)] and nursing skills [(87.52±0.04) vs. (82.64±0.05)] of observation group were both higher than those of control group. In the observation group, the students' awareness of medication safety, professional interest and independent learning, cooperation and organization ability, independent thinking and independent learning ability, the purpose of multi-disciplinary knowledge integration, information and knowledge range improvement, clinical thinking communication ability enhancement, flexible application of theoretical knowledge, practical operation ability enhancement, and the cultivation of innovation consciousness were all improved. And all the scores were better than those of the control group. The satisfaction of teachers in the observation group on students' learning attitude, language expression, calling communication ability and independent problem-solving ability was higher than that in the control group ( P < 0.05). Conclusion:The combination of analogical thinking and the situational teaching method to create a happy learning situation can improve the average scores of nursing students and nursing skills, and significantly improve the satisfaction of students to the teachers.
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Objective:To explore the application effect of "connections, concepts, concrete practice and conclusions (4C)" teaching method combined with two-way evaluation method in nursing teaching of gastrointestinal surgery, so as to provide reference for personnel training and quality control of practice.Methods:A historical controlled study was conducted to prospectively include the nursing interns received by the Department of Gastrointestinal Surgery of the hospital from May 2020 to May 2022 as the subjects of this study. The interns were divided into the control group (64 interns from May 2020 to May 2021) and the research group (93 interns from June 2021 to May 2022) according to the order of admission of nursing interns. The control group was taught by traditional nursing teaching method, while the research group was taught by "4C" teaching method combined with two-way evaluation method. The scores of theoretical knowledge and operation of nursing students in the two groups were compared after 6 weeks of practice. The self-directed learning ability of nursing students in the two groups was compared before and after 6 weeks of practice [Chinese version of self-rating scale of self-directed learning (SRSSDL)]. The evaluation of teaching quality between two groups of nursing students were compared. SPSS 25.0 was used for t-test and Chi-square test. Results:One person in the control group voluntarily quit the internship, and two in the observation group voluntarily quit the internship. Finally, 63 people in the control group and 91 people in the research group entered the study. There was no statistical significant difference between the two groups in baseline data ( P>0.05). At 6 weeks of practice, the scores of theoretical knowledge (87.96±4.62) and operation (92.60±4.25) in the study group were higher than those in the control group [(86.02±4.53) and (88.27±4.31)] ( P<0.05). At 6 weeks of practice, the total scores of learning awareness, learning behavior, learning strategies, learning evaluation, interpersonal skills and self-directed learning ability of the two groups were higher than those before practice, and the study group was higher than the control group ( P<0.05). After 2 weeks, 4 weeks and 6 weeks of practice, the scores of the two groups of nursing students in evaluating the teaching quality of the teachers increased gradually compared with that of the first week of practice ( P<0.05). Conclusion:The "4C" teaching method combined with the two-way evaluation method in the nursing teaching of gastrointestinal surgery can improve the nursing students' theoretical knowledge, practical operation ability and self-directed learning ability, and is conducive to the improvement of teaching quality.
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To solve the problems in the course teaching of Pharmacokinetics and change the current situation of the course, a pharmacokinetic solution program based on Excel has been developed. The program, based on Excel, is the most widely used data processing software. The data processing and drawing functions of Excel are used and encapsulated as a program by Excel-VBA. The program is specially used in pharmacokinetic teaching, which includes 25 solution templates arranged according to the 5th edition of Biopharmaceutics and Pharmacokinetics, a textbook published by the People's Medical Publishing House Co., LTD. Each solution template includes six functional areas: operation setting area, data input area, data relationship display area, return parameter output area, pharmacokinetic parameter output area and chart area. In this course, the teaching content is reorganized. Starting from a case, the concept and knowledge of pharmacokinetics are taught by explaining how to apply the program to solve case problems. After years of practice, the teaching effect has been significantly improved.
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Objective:To explore the application of sound thinking combined with Sandwich teaching in oncology nursing practice teaching.Methods:A total of 68 nursing students who were interns in the Department of Oncology, The First Affiliated Hospital of Air Force Medical University from 2020 to 2021 were included in the study, and they were divided into a control group ( n=34) and an observation group ( n=34). The control group took routine teaching for interns, while the observation group took sound thinking combined with Sandwich teaching. The examination results, critical thinking abilities, and the evaluation of nursing teaching effectiveness of the two groups of nursing interns were evaluated. SPSS 22.0 was used for Chi-square test and t-test. Results:The examination scores of nursing students in the observation group were higher than those in the control group ( t=3.44, 2.87, 3.45, P<0.05). Compared with those before training, the scores of critical thinking ability of nursing interns in both groups increased after the training, and the observation group was better than the control group ( t=0.180, 3.64, 0.61, 2.92, 0.31, 2.74, 0.45, 2.65, 0.25, 3.58, 1.16, 2.85, 0.36, 3.20, 0.33, 2.38, P<0.05). The scores of autonomous learning ability, communication and collaboration ability, independent thinking ability, clinical reasoning ability, and problem-analyzing and -solving ability in the observation group were higher than those in the control group ( t=2.82, 3.46, 2.68, 3.29, 2.44, P<0.05). Conclusion:Combining sound thinking with Sandwich teaching in nursing clinical practice teaching in department of oncology can improve the examination scores of nursing students, improve their critical thinking abilities, and enable them to give a high evaluation of nursing teaching effectiveness.
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Objective:To explore the application effect of clinical path teaching method (CPTM) and case-based learning (CBL) in the standardized residency training in the department of endocrinology.Methods:A total of 120 residents who participated in the standardized residency training in the Department of Endocrinology in The First Affiliated Hospital of University of Science and Technology of China from June 2020 to June 2021 were selected as subjects. They were randomly divided into the control group (30 cases) who received traditional teaching mode, CPTM group (30 cases), CBL group (30 cases) and the experimental group (30 cases) who received CPTM + CBL combination teaching mode. The graduation examination results, usual performances and the teaching satisfaction among the four groups were compared.Results:The students in experimental group had higher score in learning methods, task completion, clinical thinking ability and operational assessment than the rest three groups. In addition, the students in experimental group were more enthusiastic to learn than the control group and CPTM group, and the difference was statistically significant ( P<0.05). The students in experimental group had better performance in graduation examination (55.97±5.58) than the control group (51.97±4.54), CPTM group (53.48±3.37) and CBL group (51.36±3.72).The teaching satisfaction of the students in experimental group was higher than that of the rest three groups. Furthermore, the teaching experience of teachers in experimental group was better. Conclusion:CPTM combined with CBL teaching method can improve the thinking skills and learning initiative, which is beneficial to cultivate the clinical ability of residents in the standardized residency training of endocrinology.
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Infant nutritional status evaluation is a basic experimental skill in the experimental teaching of nutrition and food hygiene. The construction of this virtual simulation experiment can solve the problems of activeness and poor coordination of infants and young children in the actual operation of the experiment. And based on the application of this virtual simulation project, the experimental teaching method of preventive medicine was explored. This experiment adopted online and offline mixed teaching method, which enriches teaching measures and strengthens the standardized process of infant nutritional status evaluation. After 3 semesters of practice from spring 2018 to spring 2020, the proportion of students who achieved excellent grades was 30.09% (34/113), 56.02% (279/498) and 66.79% (1 080/1 617), respectively, which increased significantly year by year ( Ptrend < 0.001). Among all the 2 228 students, 1 983 students (89%) believed that this experimental teaching could better cultivate the ability of autonomous learning. Through the study of virtual simulation experiments, students have improved their subjective initiative, and laid a foundation for the improvement of students' overall quality and the requirements of school elite education.
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Objective:To explore the application effect of case-based learning (CBL) and lecture-based learning (LBL) in the teaching of image post-processing course in the standardized training system of medical imaging technology.Methods:A total of 34 trainees in the standardized training of imaging technology of Batch 2018 in West China Hospital of Sichuan University were divided into the experimental group and the control group according to their student numbers, with 17 students in each group. CBL teaching was carried out in the experimental group, and LBL teaching was carried out in the control group. According to the standardized training course design, after one year of image post-processing course teaching, the teaching effect was evaluated through closed-book examination, questionnaire survey and post-processing test. SPSS 20.0 was used for t-test and Mann-Whitney U test. Results:The scores of closed-book examinations (74.42±6.10) and post-processing test (73.47±6.03) in the experimental group were higher than those in the control group [(69.11±3.70) and (69.08±6.51)], and the difference was statistically significant ( P<0.05). The questionnaire survey showed that the students in the experimental group recognized CBL teaching in terms of learning interests stimulation, classroom atmosphere mobilization, clinical thinking cultivation, self-study ability training, and analysis of difficult and rare cases, etc. Conclusion:In the image post-processing course of standardized training of medical imaging technology, the rational application of CBL teaching mode is helpful to improve students' learning enthusiasm, self-learning ability, comprehensive analysis of clinical ability, practical ability, innovation consciousness and so on.
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Objective:To explore the application and teaching effect of TSPV (short for theoretical teaching, simulated surgical skills training, practical surgery training, and video-based review) 4-step teaching in skill training of gynecologic laparoscopic surgery.Methods:A total of 30 trainees who participated in gynecologic laparoscopic surgery training were randomly divided into two groups, with 15 in each group. The experimental group received TSPV 4-step teaching, while the control group adopted traditional teaching and completed training and assessment in stages. The general data, training assessment results, teaching feedback and satisfaction survey of the two groups were compared and analyzed. SPSS 20.0 was used for t-test and Chi-square test. Results:There was no statistical difference in age, gender distribution, education background, clinical working experiences and other general data between the two groups. There was no significant difference in the theoretical examination scores between the two groups [(85.3±4.6) vs. (83.4±4.3), P=0.252]. The scores of simulated operation assessment [(91.7±5.2) vs. [(72.4±5.9), P<0.001] and clinical practice assessment [(88.5±4.8) vs. (82.7±6.7), P=0.011] in the experimental group were better that those in the control group. In addition, the experimental group had a better overall evaluation of teaching satisfaction. Conclusion:TSPV 4-step teaching is a more optimized and popular gynecologic laparoscopic training mode, which is recommended to further promote the validation in teaching.
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In order to give full play to the important role of multi-disciplinary treatment (MDT) in oncology teaching in talent training and discipline development, an oncology teaching and research section has been established, the textbook Clinical Oncology has been compiled, excellent teaching workers in affiliated hospitals have been selected to form an MDT teaching team, and a multi-tutorial system has been established for the discipline related to specific tumor types. The multi-tutorial system of disciplines combines lecture-based learning (LBL) with case-based learning (CBL) and problem-based learning (PBL). Students are arranged to observe and participate in clinical MDT consultation during the inter-class practice, and compared with the traditional assessment form, MDT case discussion questions, review writing, classroom simulation of the MDT process and real participation in clinical MDT discussions are added. The questionnaire for students who participated in MDT teaching showed that more than 93% of the students believed that the MDT teaching model was helpful for systematically mastering the knowledge of the chapters they had learned and understanding the cutting-edge progress, improving learning initiative, thinking and problem-solving ability, clinical comprehensive analysis ability and teamwork spirit. The majority of students' expression skills [89%(169/190)] and literature review skills [79%(150/190)] were improved; 94%(178/190) of students expressed their willingness to accept this teaching method. The teaching practice experience of the Department of Oncology of Jilin University based on the MDT model helps to improve the teaching level of oncology.
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Objective:To explore the application effect of an intelligent teaching robot system of lifting manipulation in cervical spine manipulation teaching.Methods:60 doctors were randomly divided into an experimental group ( n = 30) and a control group ( n = 30). The control group was taught by a certified chief physician using a combination of "PowerPoint presentations, video demonstrations, and operation demonstrations" . Each part is 5 min. The experimental group was taught by the intelligent teaching robot system with a spinning technique. The teaching time is 15 min for both groups. At the end of the two teaching sessions, the two groups were trained five times under different BMIs and passed the system assessment. The qualified rates of pre-traction force, lifting and pulling force, maximum force, pre-traction time, lifting and pulling time, rotation amplitude, and pitch amplitude were compared between the two groups. Results:In normal, there was significant differences between the qualified rates of pre-traction force, lifting and pulling force, maximum force, pre-traction time, lifting and pulling time, rotation amplitude, and pitch amplitude in two groups (all P<0.05). For overweight people, there were significant differences in pre-traction force, pulling force, maximum force, and rotation amplitude (all P <0.05), while there were no significant differences in pre-traction time, pulling time, or pitching amplitude (all P >0.05). In obesity, there were significant differences in pre-traction force, lifting and pulling force, maximum force, and pitch amplitude (all P <0.05), but no significant differences in pre-traction time, lifting and pulling time, or rotation amplitude (all P >0.05). Conclusions:The proposed system can improve the pass rate of spinning manipulation, especially by effectively controlling the pre-traction force, pulling force, and maximum force.
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Objective: Previous publications have focused on a leading pop culture phenomenon, Star Wars, to teach several issues in psychiatry, which can make understanding challenging themes easier. This article delves into matters of differential diagnoses regarding two psychiatric disorders. Methods: We examine and compare the symptoms and specificities of borderline personality disorder and bipolar disorder in the light of the fictional villain of the films, Darth Vader/Anakin Skywalker. Results and Conclusion: Our considerations of his diagnosis should be interpreted as an academic exercise with two main goals: to discuss the differential diagnosis between borderline personality disorder and bipolar disorder in an illustrative, soft, and ludic way; and to teach how to connect one's behaviors with diagnostic criteria - in this case, those related to borderline personality disorder.
Objetivo: Publicações de outrora utilizaram um dos principais fenômenos da cultura pop, Star Wars, para ensinar diversas questões sobre psiquiatria, demonstrando que usar os filmes da série para ensinar tais assuntos pode facilitar a compreensão de temas desafiadores. O objetivo deste artigo é aprofundar as questões do diagnóstico diferencial de dois transtornos psiquiátricos. Métodos: Nós examinamos e comparamos as especificidades do transtorno de personalidade borderline e transtorno bipolar à luz do personagem fictício dos filmes Star Wars, o vilão Darth Vader/Anakin Skywalker. Resultados e Conclusão: As considerações sobre o diagnóstico de Darth Vader devem ser interpretadas como um exercício acadêmico com dois objetivos principais: discutir o diagnóstico diferencial entre transtorno de personalidade borderline e transtorno bipolar de forma ilustrativa, suave e lúdica; e ensinar como relacionar os comportamentos com critérios diagnósticos, neste caso, especificamente relacionados ao transtorno de personalidade borderline.
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Teaching , Bipolar Disorder , Borderline Personality Disorder , Diagnosis , Mental Disorders , Motion PicturesABSTRACT
ABSTRACT Introduction Applying the problem-based learning (PBL) method to the teaching of sports physiology. Objective This study explored the mechanism of the PBL method to improve the interest and learning effectiveness of students. Methods Twenty male students at the Physical Education College of Hubei Minzu University were randomly divided into a PBL group (10) and a traditional teaching method group (TTM). During the test, the subjects in the TTM group sat quietly listening to the experienced teacher, while the subjects in PBL group sat quietly and participated in a 20-minute group discussion under the guidance of the experienced teacher. Transcutaneous partial pressure of oxygen (TcPO2), microcirculatory blood perfusion (MBP), and alpha- and beta-band power were monitored at the beginning of and during the test. Results The mean of the PBL-group quiz score was significantly higher than that of the TTM group. In the PBL group, the alpha power of the students decreased statistically in the F3, T3, P3, and O1 channels and the beta power of the students increased statistically in the F7, F3, T3, C3, P3, and O1 as compared to the baseline values. Conclusion PBL can be an effective learning mechanism, since the students are actively engaged in the teaching of sports physiology. Level of Evidence I; Therapeutic studies - Investigating treatment results.
RESUMEN Introducción Aplicación del método de Aprendizaje Basado en Problemas (PBL), a la enseñanza de la fisiología del deporte. Objetivos Este estudio exploró el mecanismo del método PBL para ampliar el interés y la eficacia del aprendizaje de los estudiantes. Métodos Veinte estudiantes varones de la Facultad de Educación Física de la Universidad de Hubei Minzu fueron divididos aleatoriamente en el grupo PBL (10) y en un grupo de método de enseñanza tradicional (TTM). Durante la prueba, los participantes del grupo TTM permanecieron sentados y escuchando en silencio al profesor experimentado, mientras que los del grupo PBL permanecieron sentados y participaron en un debate de grupo de 20 minutos de acuerdo con la orientación del mismo profesor. La presión parcial de oxígeno transcutáneo (TcpO2), la perfusión sanguínea microcirculatoria (MBP) y la potencia de las bandas alfa y beta se monitorizaron al inicio y durante la prueba. Resultados La puntuación media del cuestionario del grupo PBL fue significativamente mayor que la del grupo TTM. En el grupo PBL, la potencia alfa de los estudiantes disminuyó estadísticamente en los canales F3, T3, P3 y O1 y la potencia beta de los estudiantes aumentó en los canales F7, F3, T3, C3, P3 y O1 en comparación con los valores de referencia. Conclusión El PBL puede ser un mecanismo de aprendizaje eficaz, ya que los estudiantes participan activamente en la enseñanza de la fisiología del deporte. Nivel de evidencia I; Estudios terapéuticos - Investigación de los resultados del tratamiento.
RESUMO Introdução Aplicação do método de aprendizagem baseada em problemas (PBL) ao ensino da fisiologia do esporte. Objetivos Este estudo explorou o mecanismo do método PBL para ampliar o interesse e a eficácia da aprendizagem dos estudantes. Métodos Vinte estudantes do sexo masculino da Faculdade de Educação Física da Universidade Hubei Minzu foram divididos randomicamente em um grupo PBL (10) e um grupo de método de ensino tradicional (TTM). Durante o teste, os participantes do grupo TTM ficaram sentados e em silêncio ouvindo o professor experiente, enquanto os do grupo PBL ficaram sentados e participaram de uma discussão em grupo de 20 minutos de acordo com a orientação do mesmo professor. A pressão parcial do oxigênio transcutâneo (TcPO2), a perfusão sanguínea microcirculatória (MPB) e a potência das bandas alfa e beta foram monitoradas no início e durante o teste. Resultados A média do escore do questionário do grupo PBL foi significativamente maior do que a do grupo TTM. No grupo PBL, o poder alfa dos estudantes diminuiu em termos estatísticos nos canais F3, T3, P3 e O1 e o poder beta dos estudantes aumentou nos canais F7, F3, T3, C3, P3 e O1 em comparação com os valores basais. Conclusão O PBL pode ser um mecanismo eficaz de aprendizagem, uma vez que os estudantes ficam ativamente engajados no ensino da fisiologia do esporte. Nível de Evidência I; Estudos terapêuticos - Investigação dos resultados do tratamento.
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ObjectiveTo explore the effects and satisfaction of reference-induced blended teaching method in medical statistics teaching for undergraduate students in clinical medicine. MethodA total of 83 clinical medical undergraduate students from the class of 2018 at the Tongji University School of Medicine were enrolled into the study. The effect evaluation of blended teaching based on reference-induced self education （RISE） in the course of medical statistics was conducted. A self-designed questionnaire was used to assess student satisfaction. ResultsCompared with the traditional teaching method group， students’ distinguished achievement rate and pass rate in total score from RISE blended teaching group were 53.7% and 96.3%， respectively， and 83.3% students were satisfied with the overall effect. The RISE blended teaching method had higher satisfaction in stimulating learning interest （90.7% satisfaction rate， P=0.034） and cultivating scientific research ability （96.3% satisfaction rate， P=0.048）. ConclusionThe RISE blended teaching method， which integrates literature guidance with online and offline approaches， organically combines statistical knowledge with clinical research problems. It yields positive results in medical statistics education， stimulating learning interest， and fostering innovative scientific research abilities.
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El propósito de este artículo es exponer la metodología didáctica utilizada para la creación de catálogos de autoridad de autor en los cursos de catalogación de la Escuela de Bibliotecología y Ciencias de la Información de la Universidad de Costa Rica. Se muestran los principales materiales didácticos creados para los cursos, así como la importancia de la utilización de la metodología lúdica. Lo anterior se desarrolló para la enseñanza de la creación de puntos de acceso de personas, familias y entidades corporativas aplicando las RDA, además de la creación de los catálogos de autoridades como medio de normalización de estos puntos de acceso. La metodología utilizada se basó en una investigación cuantitativa de alcance descriptivo en la cual se realizó un cuestionario en línea con el objetivo de analizar la percepción de las personas estudiantes del curso BI-2003 Catalogación II, respecto a la utilización de las herramientas didácticas para la elaboración de los catálogos de autoridad de autor y de la metodología lúdica como método de aprendizaje. Uno de los principales hallazgos de esta investigación es que las herramientas didácticas creadas para la elaboración de catálogos de autoridades, así como la estrategia lúdica, favorecen la comprensión y aplicación de ejercicios prácticos, en los cuales tienen la posibilidad de trabajar con la normativa vigente.
The purpose of this article is to present the didactic methodology used for the creation of author's authority catalogs in the cataloging courses of the School of Librarianship and Information Sciences of the University of Costa Rica. The main didactic materials created for the courses are shown, as well as the importance of using the ludic methodology. The foregoing was developed to teach the creation of access points for individuals, families and corporate entities applying the RDA, in addition to the creation of authority catalogs as a means of standardizing these access points. The methodology used was based on quantitative research of descriptive scope in which an online questionnaire was carried out in order to analyze the perception of the students of the BI-2003 Cataloging II course, regarding the use of didactic tools for the preparation of author's authority catalogs and ludic methodology as a learning method. As part of the conclusions, it was established that one of the main findings of this research is that the didactic tools created for the elaboration of authority catalogs, as well as the ludic strategy, favor the understanding and application of practical exercises, in which they have the possibility of working with current regulations.
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ABSTRACT Introduction In the process of basketball training, players often rely solely on shooting practice to achieve their training objectives. Improving shooting success percentage under the static and variable offensive and defensive conditions have become a significant concern for coaches and basketball enthusiasts. Objective This paper analyzes training methods to improve the shooting success percentage of basketball players. Methods The shooting success percentage between two groups of basketball players is analyzed using comparative mathematical statistics. The training methods of the winning group are explored, investigating the most conducive methods to improve the percentage of shooting success. Results The comprehensive training method adopted by the experimental group paid attention to physical fitness, coordination, throwing speed and angle, ball feel, and psychological attention, effectively improving the percentage of successful throws. The percentage of successful throws of the experimental group before and after the training changed significantly. The results after training were significantly higher (P<0.05). Conclusion The training of moving throws with limited shifts can improve the throwing success percentage of the player in a fatigued state. After several interventions, the basketball players' shooting success percentage and shooting quality improved significantly. Evidence level II; Therapeutic Studies - Investigating the results.
RESUMO Introdução No processo de treinamento de basquete, os jogadores muitas vezes contam apenas com exercícios de arremesso para atingir os objetivos do treino. Melhorar a porcentagem de sucesso de arremessos sob condições ofensivas e defensivas estáticas e variáveis tornou-se uma questão de grande preocupação para treinadores e entusiastas do basquete. Objetivo Analisa os métodos de treino visando melhorar a porcentagem de sucesso de arremessos dos jogadores de basquete. Métodos Analisa-se a porcentagem de sucesso de arremessos entre dois grupos de jogadores de basquete através de estatísticas matemáticas comparativas. São explorados os métodos de treino do grupo vencedor, investigando os métodos mais propicios para melhorar a porcentagem de sucesso dos arremessos. Resultados O método de treino abrangente adotado pelo grupo experimental atentou-se à aptidão física, coordenação, velocidade e ângulo de arremesso, sensação da bola e atenção psicológica, melhorando efetivamente a porcentagem de sucesso nos arremessos. A porcentagem de sucesso nos arremessos do grupo experimental antes e após o treino teve alteração significativa. Os resultados após o treino foram significativamente maiores (P<0,05). Conclusão O treino de arremessos em movimento com turnos limitados pode melhorar a porcentagem de sucesso no arremesso do jogador em estado de fadiga. Após várias intervenções, a porcentagem de sucesso de arremessos dos jogadores de basquete e a qualidade do arremesso melhoraram significativamente. Nível de evidência II; Estudos terapêuticos - Investigação de resultados.
RESUMEN Introducción En el proceso de entrenamiento del baloncesto, los jugadores suelen confiar únicamente en los ejercicios de tiro para alcanzar los objetivos del entrenamiento. Mejorar el porcentaje de acierto en el tiro en condiciones ofensivas y defensivas estáticas y variables se ha convertido en un asunto de gran interés para los entrenadores y los aficionados al baloncesto. Objetivo Analizar los métodos de entrenamiento destinados a mejorar el porcentaje de éxito en el tiro de los jugadores de baloncesto. Métodos El porcentaje de éxito en el tiro entre dos grupos de jugadores de baloncesto se analiza mediante estadísticas matemáticas comparativas. Se exploran los métodos de entrenamiento del grupo ganador, investigando los métodos más propicios para mejorar el porcentaje de tiros exitosos. Resultados El método de entrenamiento integral adoptado por el grupo experimental prestó atención a la aptitud física, la coordinación, la velocidad y el ángulo de lanzamiento, la sensación de la pelota y la atención psicológica, mejorando eficazmente el porcentaje de éxito de los lanzamientos. El porcentaje de lanzamientos exitosos del grupo experimental antes y después del entrenamiento tuvo un cambio significativo. Los resultados tras el entrenamiento fueron significativamente superiores (P<0,05). Conclusión El entrenamiento de lanzamientos en movimiento con desplazamientos limitados puede mejorar el porcentaje de éxito de los tiros del jugador en estado de fatiga. Después de varias intervenciones, el porcentaje de éxito en el tiro y la calidad del tiro de los jugadores de baloncesto mejoraron significativamente. Nivel de evidencia II; Estudios terapéuticos - Investigación de resultados.
ABSTRACT
Background: Pharmacology, the study of drugs, is loaded with thousands of drug names, their mechanism of action, and adverse effects to be memorized, among which the drugs acting on central nervous system, especially antipsychotics, is a night mare for every medical student. “The Storytelling method” is implemented to increase the knowledge of students on antipsychotic drugs using storytelling method as an effective teaching strategy. Aims and Objectives: The aims of this study were to evaluate the effect of reflective writing in learning Pharmacology, among 2nd year MBBS students in the form of storytelling. Materials and Methods: Fifty students from 2nd year MBBS Students were involved in this teaching strategy. Students were randomly divided into ten groups (five per group). They were instructed to frame their own story/case scenario of a psychotic person treated with a P (Personalized) drug of their choice, the specific adverse effect encountered, and the methods to combat it. A time duration of 15 min was given and one person from each group had to narrate their story with voice modulation and hand gestures, for a maximum of 5 min. Results: Validated questionnaire is used for assessing the effectiveness of “storytelling method.” Six of the questions were quantitative and two were qualitative. More than 90% (n = 45) students described the storytelling session as “Creative and Fun filled” when compared to routine classes. Ninety-four percentage (n = 47) of students responded that “Storytelling” session improved their creative thinking on the subject. Conclusion: Storytelling strategy in pharmacology can help students in better understanding of the drug action and their adverse effects than traditional teaching methods.
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RESUMEN Introducción : Los trastornos de la coagulación surgen como consecuencia de un grupo de alteraciones que se desencadenan durante el proceso de coagulación, de ahí la necesidad que se impone en la capacitación profesional del estomatólogo para establecer una adecuada atención a los pacientes que comprenden este grupo poblacional. Objetivo : Elaborar un programa de curso optativo sobre atención estomatológica integral en pacientes con trastornos de la coagulación. Material y Métodos : Se realizó un estudio cualitativo y descriptivo, en la Facultad de Ciencias Médicas de Morón, Ciego de Ávila, Cuba, durante los meses de marzo a abril del 2021. Se utilizaron métodos teóricos y empíricos, efectuándose un análisis de los documentos de los planes de estudio de la especialidad de Estomatología para la elaboración del programa. Resultados : El curso propuesto quedó estructurado en 60 horas, durante siete semanas, presencial y distribuido en cinco temas, posibilitando la formación general de los alumnos del pregrado de Estomatología, mediante el desarrollo de habilidades teóricas y asistenciales. Conclusiones : se elaboró un programa de curso optativo que favorece al potenciamiento de las acciones curriculares, contribuyendo al desarrollo docente-asistencial en los estudiantes del pregrado de Estomatología.
ABSTRACT Introduction : Coagulation disorders arise as a consequence of a group of alterations that are triggered during the coagulation process, hence the need imposed on the professional training of the dentist to establish adequate care for patients who comprise this population group. Objective : to develop an elective course program on comprehensive dental care in patients with coagulation disorders. Material and Methods : A qualitative and descriptive study was carried out at the Faculty of Medical Sciences of Moron, Ciego de Avila, Cuba, during the months of March to April 2021. Theoretical and empirical methods were used, carrying out an analysis of the documents of the study plans of the Stomatology specialty for the elaboration of the program. Results : the proposed course was structured in 60 hours, for seven weeks, face-to-face and divided into five topics, enabling the general training of Stomatology undergraduate students, through the development of theoretical and care skills. Conclusions : an elective course program was developed that favors the enhancement of curricular actions, contributing to the teaching-care development of Stomatology undergraduate students.