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Background: Young teachers can skill for better teaching-learning ways can be acquired through structured and cheaper faculty training techniques. Microteaching can be adopted as one such measure to improvise teaching-learning skills among young teachers. Aims and Objectives: This study was conducted also to knew the impact of knowledge and perception regarding microteaching among postgraduate medical students and improvise on them. Also to knew the improvement in teaching skills after training and established the usefulness of this modality of microteaching by looking into its effectiveness. Materials and Methods: The participants were 29 1st year postgraduate students of Kalinga Institute of Medical Sciences, Bhubaneswar, Odisha. One day microteaching workshop was arranged for them in the Medical Education Unit of KIMS. The participants were surveyed through questionnaires (A, B, C, D, and E). McNemar’s Chi-square test did this by comparing between pretesting and post-testing scores of Questionnaire A and D (Kirkpatrick level 1, 2, and 3) as well as B and C (Kirkpatrick level 4) by use of the STATA software. A three-point Likert scale (0 = Not useful, 1 = Doubtful, 2 = Useful) was used to assess the participants’ responses based on the qualitative analysis method from questionnaire E. Results: Pre-post testing revealed improvement in knowledge and perception about microteaching among the majority (P < 0.05). They improved skills-wise too (P < 0.05). All the participants believed that microteaching is useful with a score of 2 on a three-point Likert scale. Conclusion: The microteaching among postgraduate medical students before proper lecture is very much useful. This type of workshop and training should be done in regular interval.
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As the content of static biochemistry is boring and traditional cramming education fails to draw the attention of students, we divided the course into small units and then made full use of "micro-teaching" resources such as multimedia slides, pictures, objects, experimental demonstrations and animations of the biochemical principles. The method created a "micro-teaching" environment, which combined boring static knowledge with vivid dynamic elements, thus producing a strong sensory impact on students, highlighting the knowledge in their mind, prompting students' participation, and greatly improving the teaching effects. This article introduces the goals and development process of this teaching method, and takes "Protein Denaturation and Renaturation" as an example to demonstrate the design and implementation process of the "micro-teaching", which seems to be of great significance to the improvement of the teaching quality of biochemistry course and serves as a reference for reform in other courses.
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Humans , Biochemistry/education , StudentsABSTRACT
With improvements in information technology and expansion in education reforms, more innovative teaching reform programs have also been launched. Information technology has increased interest in the use of the flipped classroom innovative teaching model. In order to explore new ideas for the improvement of teaching, this paper focuses on the flipped classroom teaching approach with the integration of information technology. Micro-teaching is an important innovative flipped classroom teaching approach with a number of advantages as it is short, concise, and interesting, which therefore helps improve students' self-learning ability. Designing and preparing micro-teaching would become a prerequisite skill for college teachers. Based on the analysis of the entries in the "National Universities Micro-teaching Competition of Life Science", this paper explores the application of micro-teaching in life sciences teaching from the perspective of curriculum introduction, mode of presentation, teaching design, and other aspects of teaching. This information could serve as a guide to frontline college teachers to help them understand and master the skills of designing micro-teaching, so as to generate interest and improve learning efficiency among college students.
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Humans , Biological Science Disciplines , Curriculum , Learning , Students , UniversitiesABSTRACT
Objective:To explore the application of microteaching combined with hierarchical training in the teaching of standardized training for nurses in the department of endocrinology.Methods:A total of 80 nurses in the endocrinology department from February 2020 to February 2021 were selected and randomly divided into a control group and a study group, with 40 ones in each group. The control group adopted traditional teaching and the research group adopted microteaching combined with hierarchical training. After the standardized training, the two groups of nurses were subjected to theoretical assessment, practical skills assessment, clinical practice ability improvement, the satisfaction of the assessment team and inpatients with the nurses, and the incidence of adverse events during the standardized training of the two groups of nurses. SPSS 22.0 was performed for t test and chi-square test. Results:After the training, the research group's theoretical and practical skills assessment scores were better than those of the control group, with statistically significant differences ( P<0.001); the improvement of clinical practice ability of the research group was better than that of the control group, with statistical significance ( P<0.001); the satisfaction rate of nurses in the research group (assessment group and patients) was better than that of the control group, and the differences were statistically significant ( P<0.001). During the standardized training of nurses, there were statistically significant differences in the incidence of adverse events between the two groups of nurses ( χ2=5.165, P=0.023). Conclusion:The application of microteaching combined with hierarchical training can help improve the level of theoretical and practical skills of nurses in the endocrinology department, improve nurses' clinical work ability and patient satisfaction rate, effectively reduce the incidence of adverse events, and build a harmonious relationship between doctors, nurses and patients.
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Objective:To explore the effect of standardized patients stimulation combined with microteaching method in clinical teaching practice of students majored in rehabilitation therapy. Methods:From March, 2017 to March, 2018, 47 students majored in rehabilitation therapy in our department were selected with convenience sampling. Then they were randomly divided into control group (n = 23) and experimental group (n = 24). The control group received routine teaching method, while the experimental group received standardized patients stimulation combined with microteaching method. Their theoretical achievement, practical skills achievement and feedback on teaching effect were compared after this course. Results:The theoretical scores and practical skills scores were higher in the experimental group than in the control group (t > 2.366, P < 0.05). Meanwhile, the scores were higher in the experimental group than in the control group in the following aspects: the design capability of rehabilitation treatment program, the capability of selection of rehabilitation assessment tools, the communication and expression ability, learning enthusiasm and initiative, and the ability to relate theory to practice (t > 2.082, P < 0.05). Conclusion:Standardized patients simulation combined with microteaching method could improve the clinical practice effect of students majored in rehabilitation therapy.
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Objective To investigate the team-based learning(TBL) combined with microteaching method in the teaching of undergraduate first aid courses. Methods Totally72 undergraduate nursing students randomly divided into the observation group and control group each including 36 cases by lottery. Nursing students in the observation group received TBL combined with microteaching, while nursing students in the control group received conventional teaching. Results The average score of objective structured clinical examination (OSCE) in observation group was (86.66±5.09) points and the control group was (84.47 ± 5.78) points, the difference was statistically significant (t=3.38, P<0.05). After training,the total score of Critical Thinking Disposition Inventory Chinese Version (CTDI-CV) and 5 dimensions′were (329.39 ± 25.56), (49.33 ± 4.42), (45.11 ± 6.08), (48.17 ± 6.14), (51.08 ± 6.55), (45.06 ± 5.19) points in observation group, and (325.17±27.26), (48.19±4.97),(44.42±6.30), (47.47±6.27), (50.36±7.12), (44.56± 5.13) points before training, the differences were statistically significant (t=2.11- 4.95, P<0.05). Conclusions TBL combined with microteaching method in first aid training course can improve the undergraduate nursing students′first aid ability, critical thinking ability.
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Bronchoscopy has been an important tool for clinicians. Based on the traditional training, this research tries to introduce microteaching combined with simulated bronchoscope, strengthens the chest CT reading training, standardizes operation practices, which significantly improve the operation speed, flex-ibility and accuracy, shorten the training cycle of the novices. This medical teaching method are effective to contribute the novices to master the operation skill of bronchoscopy.
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At present,most of the physiological teachers of medical university in our country have graduated from medical universities,and have never been trained by special teachers.Because of the influence of medical education training mode and cultural environment factors,teachers' teaching ability and teaching level are different.This paper proposed the full range of skills training for teachers through microteaching.To enhance the in-service teachers' teaching ability and professional level of development,the design procedures of the microteaching training should include the establishment of tutor teaching system,training teachers preparing lessons,after-school peer experts review,self-evaluation and improvement of the video after watching video and questionnaire evaluation,etc.
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Objective To explore the peer assisted learning approach combined with micro-teaching in anesthesia internship for oversea students.Methods 60 international medical students were randomly divided into two groups.Students in the control group have peer guidance before routine theatre observation,while students in experimental group discuss micro-teaching of anesthetic skills with each other by watching real time videos from smart phone.Students' subjective attitudes to new approach were evaluated and their final exam score were analyzed.SPSS 1 1.0 was used for data processing and the data was made descriptive analysis,t test and analysis of variance.Results Students in experimental group did better in both theory exam (46.8 ± 4.03) vs.(35.7 ±6.12) and practice exam (35.2 ± 3.20) vs.(27.6± 4.71) than those in control group,and the total scores of two groups were (80.5 ± 7.40) and (63.1 ± 6.81) respectively.These scores all had significant difference between two groups.More students from experimental group than those from control group feel interested in anesthesiology (P＜0.01) and feel confident about exams (P＜0.05);There was no difference between two groups in understanding clinical guideline (P=0.57).Conclusion Peer assisted learning combined with micro-teaching is proved to enhance the quality of anesthesia teaching during internship for oversea undergraduates.
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Objective To improve the accuracy of medical students to put on and off the protective equipment with mind map joint microteaching approach teaching method. Method 90 medical students in clinical practice were randomly selected for teaching objects and divided into two groups, each group having 45 people. The control group used the traditional teaching while the experimental group was trained by mind map joint microteaching approach teaching method. And then, the examination table was conducted to each group and the assessment accuracy of the skills assessment results and excellent rates of the two groups were compared. Statistical analysis was performed by χ2 test. Results The average score of students of the experiment group in the whole set of putting on and off protective equipment and skills points assessment were higher than the control group, and the difference was statistically significant [(91.40±6.61) vs. (80.09± 6.28), P=0.001; (12.13±2.26) vs. (8.78±2.45), P=0.001]. The excellent rate of students of the experiment group in putting on and off protective equipment assessment and skills points examination was higher than the control group, and the difference was statistically significant (80%vs. 35%, P=0.001;71%vs. 13%, P=0.001). Conclusion Using innovative mind map joint microteaching approach teaching method can im-prove the medical students' operating skills and excellent rate s in putting on and off the protective equip-ment, and at the same time enhance their learning interest and professional protection level.
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Objective To investigate the application of microteaching in experimental teaching of pathophysiology. Methods A total of 120 integrated Western and Chinese medicine major students were randomly divided into experimental group (n=60) and control group (n=60). The experimental group accepted microteaching method. First, students were divided into several groups, teacher gave every group 10~15 minutes microteaching and shot the video of training process; second, students watched the video to find their deficiency with the help of teacher; and then students overcame the deficiency by repeated practice;last, the teacher gave evaluation. The control group adopted traditional method. Results The average test results of experimental group were (83.7±6.8), while the average test results of control group were ( 76 . 1 ± 7 . 2 ) , so the average test results of experimental group were higher than that of control group (P=0.000). In teaching satisfaction survey, 91.7%students were satisfied with the microteaching mode, and the satisfaction of experimental group were higher than that of control group (P=0.03). Conclusion The application of microteaching in experimental teaching of pathophysiology can improve students' experimental skills, increase students' interest in learning and improve the quality of pathophysiology teaching.
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It is education which makes the man, a good or bad man according to its education content and its nature and its methods.
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ObjectiveTo study the effect of microteaching on entrance education of internship in neonatal intensive care unit ( NICU ).Methods80 interns of clinical medicine speciality were divided into experimental group and control group.Microteaching was used in the entrance education of experimental group,and traditional teaching method was used in that of control group.To compare the teaching effects by analyzing the results of immediate evaluation,evaluation of clinical teacher and satisfaction survey in parents of hospitalized children.ResultsThe results of immediate evaluation,evaluation of clinical teacher and satisfaction survey in parents of hospitalized children were significantly increased in experimental group compared with control group.ConclusionMicroteaching could dramatically improve the teaching effects of entrance education of internship in NICU.
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s teaching was also significantly higher in the study group than in the control group(97.37% vs.64.71%,P＜0.05).Conclusion Micro-teaching can effectively improve the quality of clinical teaching.
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The training of clinical skills is the very important part in medical teaching.The paper is analyzing clinical skills from multiple intelligence theory and putting forward a schema about training clinical skills by micro-teaching mode.
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Microteachingisthescientifictrainingsystemtoimprovetheteachingskills.Therea-sonable application of microteaching in training of the clinic teaching may effectively boost their clinic teaching techniques and dramatically promote the overall construction of medical college teachers.
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Objective: To improve the language teaching ability of teachers.Method: The teachers younger than 35-year-old youth from the Premedical courses were selected for observation of teaching,and they were divided into control and experimental classes in teaching language classes for quantitative evaluation skills.Result: The distribution of scores of the classes focused on the 80 to 95 between classes and the scores were mostly concentrated in between 65 to 80.P