ABSTRACT
Objective:To explore the teaching resources innovation and the teaching quality improvement for international students in clinical medicine based on the bilingual test question database of digitalized systematic anatomy.Methods:The test question database was set up and applied to Batch 2018 international students of clinical medicine (experiment group). The results of the usual test, final theory, and experimental examination of Batch 2017 international students (control group) were compared to verify the application value of the test question database. Questionnaires were used to get feedback from international students, and the feasibility of developing the test question database and the driving effect of teaching reform were further evaluated. SPSS 20.0 was used for data analysis, and the examination achievements of the two groups were compared with independent-samples t test and the measurement data were expressed by (mean ± standard deviation). Results:There was no significant difference between the two groups in the usual test results ( P>0.05), and in the experimental group, the results of final theory and experimental examination were significantly higher than those in the control group ( P<0.05). According to the questionnaire, more than 89.55%(155) of the international students highly appraised the test question database in terms of learning resources, quality of questions, examination mode and experience evaluation, while only 52.02%(90) of them recognized the bilingual form of the test questions. Conclusion:The bilingual test question database of digital systematic anatomy has effectively expanded the teaching resources and promoted the teaching reform of international students.
ABSTRACT
Objective:Based on the theory of demand analysis theory, to build teaching resources of human physiology course and explore its application effect.Methods:The three-year nursing junior college students of Batch 2018 were selected as the research objects. According to the principle of randomization, the students were divided into the observation group (97 cases) and control group (99 cases). Students in the observation group used integrated teaching resources from the perspective of demand analysis, while students in the control group used traditional curriculum resources. After the end of the course, the differences between the two groups of students' theoretical and practical assessment results and teaching experience were compared SPSS 20.0 was used for t test. Results:The results of theoretical [(73.67±8.76) vs. (70.48±8.36)] and practical skills [(84.41±4.83) vs. (83.63±4.27)] in the observation group were significantly different from those in the control group ( P<0.05). The overall scores of 9 teaching effect sub-items, such as learning awareness of inquiry, independent learning ability and critical thinking ability, were significantly higher than those of the control group ( P<0.01). Conclusion:The construction of human physiology teaching resources based on demand analysis theory can improve the effectiveness and pertinence of resource construction, and the effective use of resources in teaching can significantly improve the teaching effect, stimulate students' subjective initiative, cultivate their comprehensive ability and improve classroom efficiency.
ABSTRACT
Resumo Autorregulação da aprendizagem implica refletir sobre a utilização de recursos educativos para gerir o que, quando, como, com quem e por que aprender. Este artigo pretendeu investigar a relação entre a perceção dos alunos sobre o planeamento, execução e autoavaliação da aprendizagem e a seleção de recursos e atividades do Moodle. Responderam ao Inventário de Recursos e Atividades em Ambientes Moodle e ao Inventário de Aprendizagem Autorregulada em Ambientes Moodle 438 alunos (7º ao 9º ano). Uma análise de regressão mostrou que a perceção dos alunos sobre o planeamento, execução e autoavaliação da aprendizagem prediz a seleção de recursos e atividades de disponibilização de informação e de realização de trabalho, mas não de colaboração/interação em todas as fases de regulação do trabalho.
Abstract Self-regulated learning involves reflecting on the use of educational resources to manage what, when, how, with whom, and why to learn. Thus, this study investigated the relationship between students' perceptions regarding the planning, execution and self-evaluation of learning and the selection of Moodle resources and activities. A total of 438 middle school students (grades 7-9) responded to the Inventory of Resources and Activities in Moodle Environments and to the Inventory of Self-regulated Learning in Moodle Environments. A regression analysis showed that the students' perception about the planning, execution and self-evaluation of learning predicted the selection of resources and activities pertaining to information availability and work accomplishment, but not to collaboration/interaction in all phases of work regulation.
Résumé L'autorégulation de l'apprentissage suppose une réflexion sur l'utilisation des ressources éducatives pour gérer quoi, quand, comment, avec qui et pourquoi apprendre. Cet article a pour objet le rapport entre la perception des élèves à propos de la planification, l'exécution et l'autoévaluation de l'apprentissage et la sélection de ressources et activités Moodle. Un total de 438 collégiens ont répondu à l'Inventaire de Ressources et Activités Moodle et à l'Inventaire de l'Apprentissage Autorégulé en Environnements Moodle. Une analyse de régression a montré que la perception des élèves concernant la planification, l'exécution et l'autoévaluation de l'apprentissage prédit la sélection de ressources et activités relatives à la disponibilité de l'information et à la réalisation du travail, mais non la collaboration/interaction dans toutes les phases de la régulation du travail.
Resumen La autorregulación implica reflexionar sobre la utilización de recursos educativos para hacer la gestión de qué, cuándo y cómo, con quién y por qué aprender. Este artículo pretendió investigar la relación entre la percepción de los alumnos sobre el planeamiento, la ejecución y la autoevaluación del aprendizaje, y la selección de recursos y de actividades del Moodle. Respondieron, al Inventario de Recursos y Actividades en Ambientes Moodle y al Inventario de Aprendizaje Autorregulado en Ambientes Moodle, 438 alumnos (7º al 9º años).Un análisis de regresión mostró que la percepción de los alumnos sobre el planeamiento, la ejecución y la autoevaluación del aprendizaje predice la selección de recursos y de actividades de poner a disposición informaciones y de realización del trabajo, pero no de colaboración/interacción en todas las fases de regulación del trabajo.
ABSTRACT
Introducción: Las tecnologías de la información y las comunicaciones han originado cambios imprevisibles y vertiginosos en las distintas esferas de la vida. Objetivo: Caracterizar el estado actual de la gestión de información estadística relacionada con las actividades formativas en la Universidad Virtual de Salud de Santiago de Cuba. Métodos: Se realizó un estudio descriptivo y longitudinal de evaluación durante el curso escolar 2016-2017 en la Universidad de Ciencias Médicas de Santiago de Cuba. Resultados: Los gestores poseían pocos años de experiencia como activistas de UNIVERS; se aprovechaban variadas fuentes de información primaria para recolectar la información; no existía uniformidad en los modelos de registros primarios y era limitado el empleo de aplicaciones informáticas que contribuyeran a organizar, procesar, archivar, controlar, recuperar y agilizar la información estadística. De igual modo, el proceso de gestión de edición y emisión de certificados manuales resultaba moroso y difícil. Conclusiones: Se determinó que no siempre los gestores de UNIVERS percibían las potencialidades de las tecnologías para obtener la información estadística y que, a pesar de que se realizaban actividades de alfabetización utilizando las herramientas que brinda esta plataforma de teleformación, existía escaso aprovechamiento de estas para garantizar un adecuado análisis, control y emisión de la información estadística de las actividades formativas y los recursos educativos abiertos en la Universidad Virtual de Salud.
Introduction: Information and communications technologies have originated unforeseeable and vertiginous changes in the different spheres of life. Objective: To characterize the current state of the statistical information management related to the training activities in the Health Virtual University in Santiago de Cuba. Methods: A descriptive and longitudinal study of evaluation during the school course 2016-2017 was carried out in the Medical Sciences University in Santiago de Cuba. Results: The managers had few years of experience as activists of UNIVERS; they took advantage from varied primary information sources to gather the information; there was no uniformity in the models of primary records and the use of computer tools was limited which contributed to organize, to process, to file, to control, to recover and to make faster the statistical information. Likewise, edition and emission of manual certificates was a doubtful and difficult process. Conclusions: It was determined that UNIVERS managers not always perceived the potentialities of technologies for obtaining statistical information and that, although there were literacy activities carried out using the tools offered by this training platform, there was scarce use of them to guarantee an appropriate analysis, control and emission of the statistical information of training activities and the teaching open resources emerging in the Health Virtual University.
Subject(s)
Education, Distance , Information Technology , Virtual Reality , Statistics , Professional TrainingABSTRACT
Objective To investigate the construction process and application effect of teaching resources database for orthodontics. Methods A questionnaire survey was performed among 40 students and 8 teachers in Department of Stomatology Affiliated Hospital of Inner Mongolia Medical University to investigate the need for the construction of teaching resources database . A total of 60 undergraduates who did not enter clinical practice were selected and randomly divided into experimental group and control group, with 30 students in each group, and theoretical teaching and assessment of special topics were performed. The independent samples t-test was used to compare examination results between the two groups and evaluate the application effect of teaching resources database. After 2 weeks of theoretical teaching, 30 students in the experimental group were surveyed for their satisfaction with the teaching resources database. Results The results of the questionnaire survey on the need for resources database construction showed that all teachers and students wanted to use the resources database in teaching; the students needed the examination database and the case library the most, while the teachers needed the courseware database the most. Of all teachers and students, 61.7％ hoped to obtain resources through fixed website platforms, and 93％ of the students and 87.5％ of the teachers expressed their interests in online interaction. The satisfaction analysis of the teaching resources database showed that more than 90％of the students were satisfied with the practicability , high efficiency , and vividness of the teaching resources database, and 76.7％ of the students were satisfied with the authority and comprehensiveness of the database. As for the application effect of the teaching resources database, the experimental group had significantly higher examination scores than the control group (P<0.05). Conclusion The teaching resources database for orthodontics should be constructed based on the needs of teachers and students and the teaching syllabus. Teaching resources should be collected comprehensively, the evaluation system should be improved and optimized, and development and utilization of the database should be performed with the help of network platforms.
ABSTRACT
The paper analyzes the building and use situation of teaching resources in medical schools and teaces hospitals,expatiates on the importance and the specific construction idea of building the cloud sharing platform of medical teaching resources,which includes optimization of the existing resources,thoughts of architecture,architecture selection and technical realization,points out that the platform is able to enhance medical education level and promote the development of educational informatization.
ABSTRACT
La anatomía macroscópica veterinaria es una rama de la morfología encargada del estudio de las características normales del cuerpo del animal, y para los procesos de enseñanza-aprendizaje se han utilizado diversos recursos, desde una enseñanza tradicional con cadáveres fijados en formol hasta una complementación con materiales multimedia, exigida por la continua disminución de las horas presenciales en los currículos de medicina veterinaria, por lo tanto, en el presente artículo se muestran diversas metodologías utilizadas tanto en anatomía veterinaria como humana por diversos autores, demostrándonos que cada una tiene ventajas y desventajas pero su integración mejora la comprensión por parte del estudiante, y como autores defendemos esta integración sin alejarnos de la utilización directa del cadáver junto con la aplicación de la terminología anatómica veterinaria actual como principal recurso didáctico en el proceso de enseñanza y aprendizaje de la anatomía macroscópica.
Veterinary gross anatomy is a branch of morphology aimed at studying the normal characteristics of the animal body. The teaching-learning processes have used various resources, from a traditional teaching cadavers fixed in formalin to a complementation with multimedia materials. As a result of the continued decline of the classroom hours participation in the curricula of veterinary medicine, this article shows a number of methodologies used in both veterinary and human anatomy by various authors. Each one has advantages and disadvantages their integration however, enhances student understanding. As authors we advocate this integration without veering from the use of cadavers and current veterinary anatomical terminology as the main teaching resources in the process of teaching and learning gross anatomy.
Subject(s)
Anatomy, Veterinary/education , Problem-Based Learning , Teaching Materials , Veterinary MedicineABSTRACT
This paper introduces the structure, contents, function of the digital teaching re-courses database in Clinical Skills course of Central South University, analyses the essence and char-acter of the flipped classroom (FC), and emphasizes flexible environment, learning culture, inten-tional content, professional educator in its implementation process. Meanwhile, it introduces the appli-cation of flipped classroom based on digital resources database in the teaching of Clinical Skills course, mentions the importance of the four aspects:preparing teaching materials, learning before class, guidance and cooperation in class, evaluation and knowledge expansion after class. Lastly, it analyses the advantages and foreground of it.
ABSTRACT
Informationization teaching resources contain a large number of information so rea-sonable and effective application of the resources is of great significance to the teaching. The article tries to explore and work out some teaching strategies for effective application of informationization teaching resources through action research combined with literature research , questionnaire survey method , interview and other methods. The research process: the original teaching strategies of infor-mationization teaching resources were implemented , implicated and verified in the first round action research; the problems in the first round were summarized and analyzed and the original teaching strategies were adjusted and optimized in the next round action research; finally, the teaching effec-tiveness between the two rounds action research was evaluated and analyzed by the “classroom teach-ing effectiveness criteria based on the use of information technology teaching resources”. The results show that effective application of informationization teaching resources is of great help to the teaching effect. It can enhance the learners' interest in learning and improve their academic performance. Ap-propriate and rational teaching strategy should be provided flexibly according to the learning back-ground and characteristics of students as well as learning contents.
ABSTRACT
Teaching resource sharing refers to the process and mode of sharing teaching resources among various universities.The problems existed are:traditional thought restriction,realistic system obstacles,defensive mentality of competitors etc.These problems can be resolved by establishing the highest leadership,setting up joint academic evaluation mechanism,setting up teaching operation monitoring institution,applying organizational management means (such as mobilizing more support form government).Meanwhile,these problems can be tackled by through achieving objectives of course sharing,exploring mode of course sharing,establishing responsibility system of course sharing and establishing credit parallel recognition mechanism.
ABSTRACT
The comprehensive university has the advantage of wide range of disciplines as well as rich teaching resources.Integrating and sharing teaching resources among similar disciplines is the direction of development in higher education.Tongji university was taken as an example.Medical college and life sciences college of Tongji university have tried to construct and share the laboratory teaching resource platform.The construction experiences and the effects were summarized.The methods and strategies used in integrating teaching resources of the two colleges were discussed from the perspective of laboratory construction,which provided references for building teaching resource platform in comprehensive university.
ABSTRACT
O artigo teve o propósito de analisar os 37 trabalhos que versaram sobre procedimentos e recursos de ensino destinados a alunos com deficiência apresentados no GT 15 de Educação Especial da ANPEd, entre 1996 e 2010. Esses artigos representam 17 por cento do total de 216 trabalhos apresentados nessas 15 reuniões anuais do GT. A perspectiva sociohistórica de Vigotsky fundamentou teoricamente a maioria dos estudos, sobretudos aqueles dedicados à educação de surdos. A população alvo mais estudada foi a de alunos com deficiência intelectual, seguida da surdez, sobretudo no período de 1996 a 2000; estudos dedicados a outras deficiências - física, visual e múltipla - foram menos frequentes. Os estudos descritivos, privilegiando dados qualitativos, envolvendo estudos de caso e etnográficos constituíram a maioria dos trabalhos. Os trabalhos experimentais englobaram delineamentos de grupo e delineamentos intrassujeito. Os estudos foram eloquentes em mostrar a necessidade de o professor observar mais o processo de aprendizagem do que o produto da mesma e a enfatizar o papel essencial da mediação. O processo de desenvolvimento do aluno com deficiência não ocorre da mesma forma que do aluno sem deficiência, não pela condição de deficiência exatamente, mas porque o olhar do outro nem sempre lhe confere a possibilidade para aprender e se desenvolver.
The purpose of this paper was to analyze 37 papers regarding teaching procedures and resources designed for students with special needs presented at ANPEd Special Education Work Group, during the 1996-2000 period. These articles represent 17 percent of the 216 papers presented in the last 15 annual ANPEd meetings. Vygotsky social historical perspective served as the theoretical basis for the majority of the studies, especially those concerning education for the deaf. Students with intellectual disabilities were the target population of most studies, followed by students with deafness, mainly during the 1996-2000 period; papers about physical, visual and multiple disabilities were less frequent. Descriptive studies, focusing on qualitative data, involving both case and ethnographic investigations constitute the majority of the articles. Experimental studies included group design as well as single subject designs. The articles were eloquent in both showing the need for teachers to pay more attention to the learning process than to the product of learning and in emphasizing the critical role of mediation. The development process of students with disabilities does not occur in the same way as their typically developing peers. This occurs mainly because of the lack of learning opportunities given to students with special needs, rather than the disabling condition.
ABSTRACT
Morphological examination of blood cells is an important part of the hematology examination course. In order to enrich teaching resources, network of bilingual education resource was established and put into application by the Department of Hematology in Guangzhou Medical College. The repository improved teaching quality of cell morphology, and played a role in training personnel of hematology examination with solid basic skills.
ABSTRACT
Through the research and practice of computer basic course at medical colleges, the paper summarizes the experience of using modern technical means, to reform the traditional teaching ideas, teaching methods, teaching means and teaching management, to diversify teaching resources sharing. It also analyzes the shortcomings and makes recommendations to further strengthen the course development.
ABSTRACT
With the available network resource in colleges or universities,we structured long-range network teaching platform in medical science and unified the advantages of the net-work technique and multimedia technique to improve the theory and practice level of medical students.Network teaching has broken the tradition teaching pattern and it will produce signifi-cant effect in reformation and development of modern medicine teaching,and will raise the level of medicine teaching.
ABSTRACT
We created the multi-media network-based teaching platform in emergency and critical care medicine teaching and unified the advantages of the network technique,multimedia technique and information commons,to build up a new place for all kinds of persons to learn the emergency and critical care medicine in any time or any places,and to build up a teaching re-source library of emergency and critical care medicine by the digital image processing technique, streaming media technique and database technique.
ABSTRACT
Objective To explore the preliminary practice of Clinical Scenario Mode in the teaching of surgery. Methods Clinical Scenario Mode was stimulated or rebuilt by the cooperation of teachers and Standardized Patients (SP) to introduce relative theories and raise discussions in the surgery lectures of five-year clinical medicine students in grade 2004 and grade 2005. Results Lectures with the application of Clinical Scenario Mode were reported positively by students from the survey. It improved students’learning motivation,enhanced teaching quality,and optimized the allocation of resources. Discussion With the combination of the advantages of lecture based learning (LBL) and problem based learning (PBL),Clinical Scenario Mode can be considered as the linkage to the widespread use of PBL,and should be widely applied in the medical teaching practice.