ABSTRACT
Objective:To improve the teaching quality of Medical Microbiology by optimizing the teaching method,adjusting the teaching content and reforming the assessment model.Methods:The students of grade 2020 and 2021 of the same major were divided into the control group and the reform group.The control group received the traditional teaching method.The reform group received the"online + offline"blended teaching method,which integrates online learning resources and ideological and political education into the theoretical content of the curriculum.And the whole process assessment system was applied to the teaching method.The teaching quality was evaluated by the whole process examination results and questionnaire survey.Results:Compared with the control group,the score in the reform group was significantly improved(P＜0.01).Results of the questionnaire survey showed that students'satisfaction with the mixed teaching method reached 97.5% .The integration of hot issues of microbiology and curriculum ideological and political education significantly improved students'learning interest,and more students wanted to engage in the work of microbiology related fields in the future.Conclusion:The practice results show that optimizing the teaching method,adjusting the teaching content and reforming the assessment mode can stimulate the students'learning interest,improve the students'independent learning ability and improve the teaching quality.
ABSTRACT
This study aims to optimize the teaching design of Nutritional Counseling and Education, a core course for registered dietitians in China, to strengthen the cultivation of practical nutrition counseling and education abilities of nutritional professionals in China, and to provide reference for other colleges and universities intending to offer the same type of courses. This study thoroughly examined the course design of Nutrition Counseling and Education in four universities in the United States, and compared it with the course design in Shanghai Jiao Tong University School of Medicine. A profound comparison revealed that our course design was basically in line with that of the United States in terms of knowledge and ability cultivation objectives as well as the contents, teaching modes, and performance evaluation methods of theoretical and practical courses. However, there were slight deficiencies in our course design in terms of the integration of theoretical and practical courses, as well as the diversity and depth of practical courses. Our course design can be optimized by developing online teaching resources, drafting practical guidance manuals, increasing the number of practice bases, and enriching the modality and content of practical courses.