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Introduction : Early Clinical Exposure is a teaching learning method which enables student to learn basic sciences effectively and retain the information which bene?ts patient and promotes better patient care. Hundred students selected after applying inclusion exclusion criteria divided into 2 groups A and B taught Methodology : basal ganglia and thyroid physiology in conventional method and other in ECE integrated method respectively and after interchanging groups, demonstrating the clinical features of parkinsonism and hypothyroidism for ECE group. A pretest and post-test were conducted preceding and following lecture in both settings. The results obtained were interpreted using Results : excel. The mean of pre-test marks for Traditional teaching and ECE integrated teaching are 5.62±2.42 and 4.58±2.33 respectively and the post-test scores of Traditional and ECE teaching are 10.62±2.52 and 12.8±2.46 respectively. Discussion : Majority considered that the synchronisation of classroom learning with clinical experiences was bene?cial, and the majority believed that integrated teaching improved understanding of the practical applications of physiology. Through Conclusion : this study we conclude that ECE integrated teaching is more effective in imparting knowledge in ?rst MBBS students as the gap of imagination was bridged by live demonstration with help of patient which is re?ected in the Likert scale and in the scores. Though the ECE integration is a tough job for the teacher, it is a great learning tool for students.
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【Objective】 To explore the application effect of traditional teaching combined with problem based learning (PBL) in the teaching of transfusion medicine taking the chapter of Human Leukocyte Antigen System and Testing in Clinical Blood Transfusion Testing Technique as an example. 【Methods】 Firstly, practical problems in chapter Human Leukocyte Antigen System and Testing were analyzed. Then, in response to the key and difficult points in the teaching of this chapter, examples were given to illustrate the practical application of traditional teaching combined with PBL in the teaching of Clinical Blood Transfusion Testing Technique from the aspects of teaching objectives, teaching processes, course implementation and implementation effects. The teaching effectiveness was evaluated through a questionnaire. 【Results】 Traditional teaching combined with PBL helped students grasp important knowledge and techniques, break down thinking barriers, grasp internal connections and characteristics, simplify the learning process, stimulate interest in learning and enhance team collaboration. Meanwhile, students' exploration and innovation abilities could be further cultivated through extracurricular expansion by teachers, thus achieving ideal teaching effect. The questionnaire showed that over 90% of the students consider that combining traditional teaching with PBL was beneficial for improving teaching effect. 【Conclusion】 In the teaching of transfusion medicine, adopting traditional teaching combined with PBL according to the textbook content can improve the teaching effect, which is beneficial for the cultivation of comprehensive talents.
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Objective:To investigate the effect of application of problem-based learning (PBL) combined with evidence-based medicine (EBM) in clinical practice teaching of an orthopedic department.Methods:A total of 48 interns who entered Department of Orthopedics, The Second Hospital of Anhui Medical University, Hefei, China from June 2017 to June 2018 were randomly divided into experimental group (the PBL combined with EBM concept teaching group, n = 24) and control group (the traditional teaching group, n = 24). In the experimental group, teachers selected typical cases, designed questions with certain flexibility and complexity, and organized the students to consult the literature, discuss in groups, and report and summarize around the practical problems. In the control group, traditional indoctrination teaching was adopted according to the clinical experience of the teachers. The teaching effect was assessed by a questionnaire survey, a theoretical examination, and a clinical skill examination. The results were analyzed by t-test and Chi-square test using SPSS 16.0 software. Results:The questionnaire survey showed that compared with the control group, the experimental group gave a significantly better evaluation of the teaching methods they received in terms of improving their theoretical knowledge comprehension ability, comprehensive analysis ability, team collaboration awareness, document retrieval and language expression ability, stimulating their learning motivation, and enhancing their scientific thinking and innovation ability ( P < 0.05). Furthermore, compared with the control group, the experimental group had significantly higher mean scores for both the theoretical test (92.42±2.55 vs. 86.17±3.36, P < 0.05) and the clinical skill test (85.79±3.15 vs. 78.88±3.41, P < 0.05). Conclusion:The application of PBL teaching in orthopedic practice, with the concept of EBM throughout the teaching process, has obtained a good effect. It can improve the clinical teaching quality in orthopedics, improve the comprehensive quality of clinical medical students, inspire their active learning enthusiasm, and cultivate their creative thinking, problem construction, comprehensive analysis, literature retrieval, and communication ability.
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Background:The emergence of corona pandemic situation in india during april 2020 forced the institutes to send students to their respective hometowns. Faculty had no option but to continue teaching online in such situation. In comparison to other basic medical science subjects, learning anatomy online was felt difficult as the students were unable to understand the three dimensional structures in human body. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. Aim:To compare the effectiveness of teaching anatomy subject online anatomy theory and practical online teaching.Material And Methods:Study is conducted on 2019-2020 first MBBSbatch 100 student participate in it from my collage. A cross sectional study was conducted among 100 MBBSfirst year medical students from Dr. MK.Shah medical collegeand research centre, Chandkeda,Ahmedabad. Informed consent was obtained from all the students prior to the start of the study. The online classes were conducted due to covid-19 lockdown in our institution from April 2020 as per the guidelines from government. The study was conducted by taking feedback from the students in the form of pre-formed questionnaire regarding the online classes in Google forms for 1styear MBBSstudents. Questionnaire consisted of information related to difficulties encountered by students during online class andunderstanding of subject during online class.Result:A 60% studentsagree thatlectures areeffective to understand in online teaching.76% student use mobile for attendonline lecture. 50% student disagree that dissection in anatomy can effective by online teaching.Online lecture on zoom is accepted method for online teaching by 78% of student.69% students attend 30 minute online class out 60 min class.90% student recommends that for dissection teaching in dissection hall is more effective.Again 75%student offline class for demonstration class is effective.61% student facing internet issue during online class.Conclusion:Students preferred classroom teaching over online teaching for anatomy subject. Between the platforms used in online teaching, google meet has an edge over google classroom in terms of learning.
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Objective:To explore the effect of a new teaching mode, which includes bridge-in, outcome, pre-test, participation, post-test and summary (BOPPPS), on the online teaching of radiobiology related knowledge for cancer radiotherapy practitioners.Methods:Taking the cell survival curve, cell cycle and radiosensitivity as examples, the radiotherapy practitioners in multiple university-affiliated hospitals were organized to carry out a multicenter prospective randomized control study. All practitioners were randomly divided into BOPPPS group and control group. The courses for BOPPPS group were designed as an online classroom, consisting of pre-class preparation, online teaching and post-class stages. The online teaching stage included video viewing, basic knowledge learning, literature discussion, group discussion and others. The control group employed the traditional teaching mode. The χ2 test was used to compare the consistency of general conditions between the two groups, and nonparametric test was used to compare the differences in scores between two or more groups. Results:The score of the pre-class test was 58.56 ± 0.99. Post-class average score for BOPPPS group was 85.48±0.85 and for control group 77.79±1.10, with the former being higher 7.69 ( Z=5.31, P<0.001) than the latter. The average answer time was (296.62±15.40) s for BOPPPS group and (386.41±21.27) s for control group, with the former being shorter 89.79 s ( Z=3.34, P=0.001) than latter. Subgroup analysis shown that the scores of BOPPPS group were significantly rising, regardless of whether or not the students had studied radiobiology courses. Among the students who have not studied these courses, the scores were rising greatly. Moreover, From the analysis of different positions, it was found that both the scores of BOPPPS group and control group have risen, especially for doctors, deputy chief doctors, physicists and technicians. There were also statistically differences between different degrees, with significantly rise in scores for undergraduate and doctoral students ( Z=3.64, 4.18, P<0.001). Conclusions:The flexible application of BOPPPS teaching mode to the online education of such boring disciplines, like radiobiology, is of great significance to raise the theoretical basis of radiotherapy practitioners.
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Objective:To explore the application effect of case-based learning (CBL) combined with problem-based learning (PBL) interactive teaching mode on the teaching of rehabilitation nursing.Methods:The research objects were 89 nursing interns of Batch 2019 and Batch 2020 from the Department of Rehabilitation Medicine, The Second Affiliated Hospital of Chongqing Medical University, and they were divided into experimental group ( n=44) and control group ( n=45). The experimental group adopted CBL+PBL interactive teaching mode, and the control group adopted traditional teaching mode. Teaching period lasted 5 months. SPSS 17.0 statistical software was used for t test. Results:Compared with the control group, the academic and specialized operation performances of experimental group were significantly improved [(84.55±6.35) vs. (89.51±4.87) and (94.74±1.58) vs. (95.93±1.19), P<0.05]. In the comprehensive quality evaluation, the interns' work performance was also significantly improved in experimental group [(9.69±0.51) vs. (9.23±0.99), P<0.05]. Conclusion:CBL+PBL teaching method has better teaching effect than traditional teaching mode in the teaching of rehabilitation nursing interns.
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Objective:To explore the role of micro lecture in the standardized residency training of urology.Methods:The residents, who had standardized residency training in the department of urology of Shengjing Hospital of China Medical University from January 2017 to October 2018, were selected to be trained by traditional teaching mode (control group) and micro lecture teaching method (experimental group) respectively. The residents had examination of theory learning, clinical practice and clinical case examination, and completed the satisfaction questionnaire. Then the data were collected and analyzed. SPSS 17.0 was used for t test and chi-square test. Results:The scores of the residents in the experimental group were better than those in the traditional teaching group, with significant differences between the two groups ( P < 0.05). For satisfaction survey, the satisfaction rate of the experimental group was 92.50%, which was better than that of the control group's 75.00% ( P = 0.03). Conclusion:The application of micro lecture in the standardized residency training of urology can stimulate the learning enthusiasm of residents and improve the quality of teaching.
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Background: Traditional method of learning via face to face lecture has been in curriculum since timesimmemorial. E-learning via multimedia has been a recent introduction in education system. Purpose: Tocompare e-learning with the traditional method of teaching in medical education. Material and Methods: Thetwo different methods of teaching were applied on the same group of students. A total of six lectures wereconducted. Three of them were taught by traditional method of teaching and three by e-leaning. Formativeassessment in the form of written examination was carried out, followed by qualitative assessment at the endof session. Results: The mean marks obtained after Exam-1 (i.e. following traditional teaching method) was6.46 ± 1.48 and mean marks obtained after Exam-2 (i.e. following e-learning) was 8.37 ± 1.27. The meandifference score was 1.91 ± 1.55. The paired t-test was applied, and the value of t was 11.96 with p-value<0.001. The results between two teaching methods were statistically significant. For qualitative analysisLikert scale was used. 66% of students strongly agreed that e-learning is a superior method than traditionalmethod of learning. Conclusion: The e-learning proved to be more efficient and uniform method of studentlearning with revision facilities.
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@#AIM: To explore the effect of the improved four-stage teaching mode in the teaching process of optometry.<p>METHODS: Totally 109 students majoring in Ophthalmic Optics in our college in 2016 were selected as the subjects of study. Taking the mid-term results of optometry as the reference of baseline results. The control group adopted the traditional teaching mode, while the experimental group adopted the improved four-stage teaching model. Achievements in the final optometry examination, satisfaction of students with the teaching of optometry and self-evaluation were compared between the two groups.<p>RESULTS: There was no significant difference among the three final grades(basic theory of optometry, experimental skills and clinical case analysis)and the baseline scores in the control group(<i>P</i>>0.05). Compared with the baseline scores, the final scores of the three items in the experimental group were significantly improved, and the difference was statistically significant(<i>P</i><0.05). The final scores of the two groups were compared(<i>P</i><0.05). The satisfaction with the teaching process and results of optometry course and the improvement of self-evaluation ability of the two groups were significantly higher than those of the control group(<i>P</i><0.05). <p>CONCLUSION: Four-stage teaching can effectively improve the effect of optometry teaching for students majoring in Ophthalmic Optics, which can make students adapt to clinical work faster and more effectively.
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Integration in medical education means coordination in the teaching learning activities to ensure a harmonious functioning of the educational process.1 Integration of eaching is defined as the organisation of teaching matter to interrelate or unify the subjects which are frequently taught in separate academic courses or departments.2 It means bridging or clubbing together connections between academic knowledge and practicals.3 It is often called by other terminologies like synergistic teaching, inter-connected teaching, thematic teaching because on the same topic different subject experts /same teacher will deliver their knowledge at the same time. Shoemaker has defined, an integrated curriculum as “education that is organized in such a way that it cuts across subject matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study.”4 By integration the ossification of different boundaries is lost and the subject loses its own identity due to correlation with other departments in related subject matter. Objectives: 1.To study the level of Pre-existing knowledge of 1st year MBBS students regarding thyroid gland. 2. To assess the difference between the traditional and integrated lecture method of teaching on thyroid gland. Methods: This is a cross-sectional interventional study conducted in the lecture theatre of S.C.B. Medical College, Cuttack, amongst the 1st year MBBS students of the 2017-18 batch. A total of 240 students participated in the study and they were equally divided into 2 groups based on random allocation. Results: 6.27 ± 2.32 and 5.41 ± 1.81 are the mean marks secured in pre-test by Gp-A and Gp-B respectively. The difference in the mean marks secured in pre-test is not found to be statistically significant. Out of the120 Gp-A students the mean marks secured in pre test and post test was 6.27 ± 2.32 and 15.31 ± 1.54 respectively. A comparative analysis in the total marks secured in post test of Gp-A and Gp-B showed that, Gp-A students secured remarkably more marks in post test than Gp-B and this was found statistically significant. Conclusion: Integrated learning helps the students to understand and correlate the different clinical problems/cases and enhances clinical learning. On long term basis it helps to improve the academic standard of the doctors, improve diagnosis of diseases and management providing better health care.
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Objective@#To investigate the effect of massive open online course (MOOC) combined with traditional teaching in the teaching of pediatrics.@*Methods@#A total of 153 students in batch 2014 of five-year general medicine in Chongqing Medical University were enrolled as teaching reform group, and 132 students in batch 2013 were enrolled as control group. The teaching reform group adopted the teaching method of MOOC combined with traditional teaching, while the control group adopted traditional teaching alone. The teaching quality was assessed by examination performance and questionnaire survey.@*Results@#The teaching reform group had significantly higher mean examination scores than the control group (P<0.05). The questionnaire survey showed that compared with the control group, the teaching reform group had a better teaching effect and fewer learning questions. Among the 153 students in the teaching reform group, 112(73.2%) approved the fragmented learning mode of MOOC, 79 (51.6%) believed that MOOC could enhance learning efficiency, 103 (67.3%) thought that it could guide self-study and improve learning abilities, 113(73.9%) thought they could manage learning progress by themselves through MOOC, and 99 (64.7%) held the opinion that MOOC could realize the sharing of high-quality educational resources; there were significant differences in these issues between the two groups (P<0.05). Among the 153 students in the teaching reform group, 133 (86.9%) preferred the combined teaching method of MOOC and traditional teaching and were willing to participate in MOOC again.@*Conclusion@#MOOC combined with traditional teaching in the teaching of pediatrics can improve teaching quality and is a recommended teaching method at present. It is worthy of further research and perfection.
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Objective To investigate the effect of massive open online course (MOOC) combined with traditional teaching in the teaching of pediatrics.Methods A total of 153 students in batch 2014 of five-year general medicine in Chongqing Medical University were enrolled as teaching reform group,and 132 students in batch 2013 were enrolled as control group.The teaching reform group adopted the teaching method of MOOC combined with traditional teaching,while the control group adopted traditional teaching alone.The teaching quality was assessed by examination performance and questionnaire survey.Results The teaching reform group had significantly higher mean examination scores than the control group (P＜0.05).The questionnaire survey showed that compared with the control group,the teaching reform group had a better teaching effect and fewer learning questions.Among the 153 students in the teaching reform group,112 (73.2％) approved the fragmented learning mode of MOOC,79 (51.6％) believed that MOOC could enhance learning efficiency,103 (67.3％) thought that it could guide self-study and improve learning abilities,113(73.9％) thought they could manage learning progress by themselves through MOOC,and 99 (64.7％) held the opinion that MOOC could realize the sharing of high-quality educational resources;there were significant differences in these issues between the two groups (P＜0.05).Among the 153 students in the teaching reform group,133 (86.9％) preferred the combined teaching method of MOOC and traditional teaching and were willing to participate in MOOC again.Conclusion MOOC combined with traditional teaching in the teaching of pediatrics can improve teaching quality and is a recommended teaching method at present.It is worthy of further research and perfection.
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Objective To determine the effect of participatory teaching method in the Clinic teaching of internal medicine for MBBS students. Methods The 60 MBBS students were divided into group A and B, 30 students in each group. Participatory teaching was done in group A, and traditional teaching was carried out in group B,and the effects of the two types of teaching methods were compared. Results In the clinic teaching of internal medicine, the effects in improving students' clinical thinking and practical ability, creativeness, initiative and efficiency were better in the participatory teaching method than in traditional teaching method (P＜0.05) . Conclusion The effects of participatory teaching in the clinic teaching of internal medicine for MBBS students was better than the traditional teaching.
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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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Objective To explore the application effects of three-dimensional teaching mode for clinical anesthesiology. Methods 43 students were selected into control group, who were from class one, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. 42 students were selected into observation group, who were from class two, grade 2010 in the Department of Anesthesiology, Ningxia Medical University. The traditional teaching mode were used for the students in control group during the teaching of clinical anesthesiology, while three-dimensional teaching mode were used for the students in observation group during the teaching. At the end of teaching, the teaching results were compared between the control group and the observation group, mainly including the usual scores evaluated from an anaesthesia plan plus an anaesthesia case discussion, and the final scores. The teaching satisfaction questionnaire were used to assess the effects of two teaching methods on the students' interest in learning, the capacity of clin-ical practice, the abilities of exploring, analyzing and solving problems, etc. SPSS 17.0 software was used in statistical analysis. The students' teaching results were tested by using two independent samples t-test. The satisfactions of these teaching effects were tested by using the Chi-square test. Results The usual and final scores in the observation group were significantly higher than those in the control group [(88.1±5.1) vs. (75.3±4.2), (82.1±3.3) vs. (75.7±3.9); P<0.05]. Compared with the control group, the satisfactions of teaching effects in the observation group were higher such as to stimulate interest in learning (60.5% vs. 90.5%), to improve the abilities of self-study (30.2% vs. 83.3%) and clinical practice (51.2% vs. 85.7%), to widen the scope of knowledge (46.5% vs. 88.1%) and to cultivate the spirits of innovation (55.8% vs. 83.3%), etc (P<0.05). Conclusion During the teaching of clinical anesthesiology, the three-dimensional teaching mode has more advantages than the traditional one, which is good for improving the students' innovation and practice abilities.
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[Objective] Based on the combination of teaching in the scientific scenario of PBL teaching mode improving the status of implementation of standardized teaching.[Methods]Firstly,domestic science teaching methods summary review and classification details of the traditional teaching methods,problem-centered teaching methods,teaching scenarios and situational approach combining four kinds of PBL teaching content as well as the first three inadequate teaching methods.And analysis showed that this method can promote standardization within science teaching implemented.[Results] The combination of PBL teaching scenarios for students can play an active role,while teachers also have some pedagogical implications.[Conclusion]The combination of PBL teaching scenario of higher professional level of teachers,innovation and professionalism requirements,etc.,in the teaching process,also requires teachers to have a certain ability to manage the classroom and modern teaching philosophy to fully mobilize students active learning.
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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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Objective To explore teaching effectsof biochemistry by comparingthe traditional teaching with the network investigative teaching. Methods 425 five-year-program students of clinical medicine of grade 2012 were chosen as subjects, with 246 students from Classes 5-8 as experimental group in which network investigative teaching was implemented andwith 179 students of Classes 17-20 as the control group which wasgiven traditional teaching. After the teaching , the teaching effects were evaluated through a questionnaire and the test scores of the two groups were compared and statistically analyzed. The two groups were compared by using t test. Results More than 70% of students in the experimental groups were generally satisfied with several aspects of the network investigative teaching and gavea good evaluation. The experimental group students' total scores and every item scores were all higher than the control group students', in which the practise scores and the case analysis problem scores had significant differences by statistical analysis with P values being 0.000 and 0.002, respec-tively. Conclusion Network investigative teaching is better than traditional teaching in the teaching of biochemistry , which can enhance students' ability of problem analysis and their enthusiasm for learning.
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Objective To investigate the effect of problem-based learning(PBL) combined with traditional teaching in the teaching of electrocardiogram (ECG) diagnosis. Methods Totally 80 2011 grade clinical medicine students were enrolled and randomly divided into study group and regular group. Traditional teaching method was implemented in regular group while PBL com-bined with traditional teaching was applied in study group. Effect was observed;measurement data were analyzed by independent samples t test and were expressed as mean ± standard deviation x±s;enumeration data were analyzed by χ2 test. P<0.05 signifies statistical differences. Results Satisfaction degree of students towards teachers was 95.0%(38/40) in study group and was 80.0%(32/40) in regular group with statistical significances between two groups(P=0.001). Satisfaction degree of students towards teaching method was 100 . 0%( 40/40 ) in study group and was 87 . 5%(35/40) in regular group with statistical significances between two groups (P=0.000). Operating skills, theoretical knowledge and ECG analysis capabilities scores were significantly higher in study group than in regular group with statistical differences(P=0.012, P=0.021, P=0.016). Conclusions Implementing PBL teaching combined with traditional teaching can achieve significantly better teaching effect than traditional teaching, therefore it is worthy of application and promotion.
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Background & Objectives : In traditional medical curriculum, the main focus is on understanding of physiological concepts; however application, relevance and clinical co-relation of basic knowledge remains uncovered. Therefore retention of basic knowledge by students till later years of clinical exposure is not adequate and hence is seldom applied for patient care. Vertical integration if introduced in physiology can bridge the gap between physiology and clinical subjects, improving knowledge retention and student’s capacity for clinical correlation. A pilot study was undertaken in first year medical students, to study the impact of vertical integration on learning and retention of physiology concepts. Methods: Two topics of endocrinology were taught through traditional and integrated approach to two groups of students with cross over for second topic. In integrated approach, integrated modules were developed and taught by faculties from Physiology, Pathology and Medicine together; whereas traditional approach included usual didactic lectures in Physiology. Knowledge based tests were carried out immediately post intervention (post- test) and after three months interval (repeat post- test). Results Students obtained significantly higher marks in repeat post- test when taught by integrated method than by traditional method (paired t test, p<0.001), implying better knowledge retention in integrated group. Conclusion: There is better retention of knowledge after three months in group that underwent vertical integration. Therefore we recommend introduction of vertical integration along with traditional physiology teaching in first year of medical curriculum.