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Objective To evaluate the effect and its factors of the postgraduates’ autonomy learning in medical English, and to suggest improving methods. Methods The postgraduates enrolled in Kunming Medical University in 2016 were divided into two groups. Those for professional degree education learnt Medical English by the approach of autonomy learning, while those for academic degree education were taught in traditional method. At the end of the semester,an examination was applied to measure and compare the learning effects in both groups, and questionnaires were conducted to investigate their attitudes and satisfaction. The results were evaluated by quantitative analysis and qualitative analysis.Results The postgraduates for professional degree education got lower examination scores than the postgraduates for academic degree education. Time management appeared to be the main problem. Conclusion Although the postgraduates highly regard the necessity of medical English learning and have great sense of learning responsibility, process supervision from the administration is suggested to assist their time management so that better learning effects can be achieved.
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AIM: To evaluate the application and effect of questionnaire based on professional knowledge method combined with problem - based learning ( PBL ) in ophthalmology short-term teaching. METHODS: Ninety non ophthalmic students of Beijing Hospital of Traditional Chinese Medicine from January to August 2015 were randomly divided into observation group (45 students) and control group (45 students). Observation group: using questionnaire based on professional knowledge method combined with PBL teaching method; the control group: using traditional teaching method. RESULTS: The survey results showed that: non ophthalmic students were unfamiliar with eye diseases knowledge; there was no significant difference in the clinical operation examination between the 2 groups (P>0. 05 ). There were significant differences in the eye disease knowledge, eye disease knowledge related to their own major and the total score between the 2 groups (P 0. 05), the differences of improvement rate on other problems between 2 groups was statistically significant ( P CONCLUSION: Questionnaire based on professional knowledge combined with PBL teaching method can effectively improve the learning effect in ophthalmology teaching.
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Applying combined PBL and traditional teaching method to medical chemistry experimental teaching.Questionnaire and course examination were used to evaluate teaching ef-fect.The conclusion was that PBL teaching method was more helpful and effective than that of single traditional teaching method.
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Objective To investigate differences of teaching effects between CAI method and traditional teaching method. Methods The performance records of material media were compared after the students of nursing specialty attended lectures with CAI method or traditional teaching method. Results Comparing CAI method with traditional teaching method, there are respective advantages. CAI method and traditional teaching method can not substitute each other. Conclusions Effect of teaching with combination of CAI method and traditional teaching method has more advantage than simple CAI method.