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Background: With the advent of newer technologies in academic teachings, usage of e-sessions has increased to a larger extent. One such commonly used internet-based teaching forum is Google Classroom. It has certain distinctive features which makes its operation efficient for the students as well as teachers. It acts as a frontline for educative workflow and simple communication method for students. It facilitates enhanced learning along with teaching process, with being most advantageous to the students. However, there is a need to understand and evaluate the robustness and pitfalls of such methods. Objectives: The objectives of the study were to assess feedback of the 2nd year undergraduate dental students regarding sessions of Google Classroom as a modern e-learning tool. Materials and Methods: A feedback questionnaire consisting of 22 items was self-administered to perceive the opinions of undergraduate dental students regarding Google Classroom, through online medium. Considering P < 0.05 as statistically significant and at 95% confidence intervals, data were sorted and analyzed. Results: There were three domains derived – general domain, student-specific domain, and overall experience domain, wherein 90.5% of the students agree that Google Classroom can be considered relevant; as a new e-learning, 64.3% of the students rated their completeness of assignment submissions on Google Classroom as good and 72.2% of students responded that the knowledge gained from the Google Classroom sessions can be retained/ reproduced easily. Conclusion: The present study concludes that the undergraduate 2nd year dental students consider Google Classroom as a productive, efficient, and helpful modern e-learning tool for substantial studying and tackling exams in coronavirus disease-19 scenario.
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Objective In view of the trend of networking development in modern high education and the characteristics of students' strong self-learning ability, Peking Union Medical College established a multimedia morphological teaching website from 2013 including human anatomy, neuroanatomy, histology and embryology.Methods According to the teaching demand, the use of the ASP script, combined with Mysql database completed the website development, from the interface design to the curriculum, the syllabus, presentations and laboratory videos uploading.Results Through the questionnaire survey, 45% of the students use website more than 3 times a week, and course content column has the highest use frequency (79%).An independent learning platform effect has been achieved.Conclusions After nearly 4 years exploration and practice, multimedia website has become an important part of morphological courses, as a kind of new teaching mode, not only popular for college teachers and students, but also widely used in clinical teaching.
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Web-based medical education has permeated into almost every corner of traditional med-ical teaching, persistently upgrading the medical teaching models and qualities, and network teaching has become the hot spot of modern education mode.Although the medical network education industry is in good shape, due to many factors, the development of pediatric imaging network education goes slowly. By com-paring current situation of our and other countries' pediatric imaging websites, this study aims to reveal the deficiencies of domestic online teaching in pediatric imaging, and further, to probe the practical meaning and strategy in construction of pediatric imaging teaching website stations, so constructing our own website stations is beneficial for the development of pediatric imaging education of our country.
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Objective To investigate the application effect of the new trinity teaching mode of clinical practice,which combines bedside teaching,simulation teaching and web-based teaching to-gether. Methods Totally 375 students of clinical medicine,enrolled into Guangzhou Medical Univer-sity in 2006,were randomly divided into department I of clinical medicine (control group,188 stu-dents)and department II of clinical medicine (experimental group,187 students). The students of these two groups were taught respectively with the conventional bedside teaching mode and the trinity teaching mode. Then at the end of clinical practice,assessment results of comprehensive theory and clinical skill in the graduation exam were compared by t test (significance level α=0.05)using SPSS 17.0 software and the questionnaire results of students in experimental group were analyzed. Results There were statistical differences in comprehensive theory and clinical skill assessment scores between two groups(P<0.05). The questionnaire survey showed an approval rate of 92.73%(153/165)for trini-ty teaching mode. Conclusions Facing the shortage of clinical teaching resources,the trinity teach-ing mode is better than the simple bedside teaching mode. The trinity teaching mode can alleviate the pressure brought by the lack of clinical teaching resources at present,create more learning and prac-ticing opportunities for students,and improve the effects of clinical practice teaching.
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A well Web-based teaching supplementary system is beneficial for saving teaching resources,arousing students’enthusiasm for study.but there is no the emotion exchange between teachers and students which exists in traditional class.Web-based supplementary teaching is an important supplementary method for medical morphology courses,but it can not replace the traditional teaching method.Combining them each other is needed for raising teaching quality.
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This paper focuses on the current situation of web-based teaching in medical genetics through the analysis of its advantages and characteristics.The prospects and problems of web-based teaching are also discussed.
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Developing web-based teaching is one of the foremost tasks for medical education by using multimedia technology.This paper made a brief analysis on exploitation of physiological web-based teaching system,the advantages of web-based teaching and its application.