ABSTRACT
Information-based teaching was applied in the experimental teaching of nuclear protection medicine based on its own features.The teaching content was sent to students as micro-video via an information platform before class for preview;during the class,the teaching was performed in the form of lectures by students and experiments in groups;after class,students were required to submit reports of experimental improvement or innovative experimental design.A comprehensive assessment was performed for preview,classroom operation,question answering in class,and experimental reports.The results of teaching practice showed that this teaching mode can effectively stimulate the students' interests in learning,enhance their research and innovation abilities,and improve the experimental teaching effect of nuclear protection medicine.
ABSTRACT
Objective@#To explore the feasibility of problem-based learning (PBL) teaching method in teaching nuclear protection medicine under E-learning environment.@*Methods@#A total of 120 students from Class 1 (experimental group) and 141 students from Class 3 (control group) of 5-year clinical medicine in Grade 2014 were included. The control group adopted the traditional teaching method, that is, theoretical knowledge was taught by teachers in theory class and practice was made by students after teachers introducing methods and precautions, and making demonstrations in experimental class. The experimental group adopted PBL teaching method based on E-learning and the simulation software of nuclear accident medical emergency rescue.@*Results@#Average theoretical scores in the experimental group (79.61±7.71) were higher than those in the control group (73.66±7.89), with statistically significant difference (P<0.05). According to the results, 74.2% (89/120) students in the experimental group had a relative good experience of PBL under E-learning environment; 72.5% (87/120) had better comprehension of nuclear protection medicine; 82.5% (99/120) students considered that the simulation software of nuclear accident medical emergency rescue was able to help them get familiar with and comprehend the operation procedures; 80.0% (96/120) students believed that it was able to stimulate interests for study and exploration; 77.5% (90/120) students considered that it was able to promote study initiatives; 84.2% (101/120) students believed that it was able to deepen understandings to nuclear protection medicine.@*Conclusion@#Application of PBL teaching methods in the teaching of nuclear protection medicine under E-learning environment can better enable students to comprehend what they have learned, achieving better teaching effectiveness.
ABSTRACT
Objective To explore the feasibility of problem-based learning (PBL) teaching method in teaching nuclear protection medicine under E-learning environment. Methods A total of 120 students from Class 1 (experimental group) and 141 students from Class 3 (control group) of 5-year clinical medicine in Grade 2014 were included. The control group adopted the traditional teaching method, that is, theoretical knowledge was taught by teachers in theory class and practice was made by students after teachers introducing methods and precautions, and making demonstrations in experimental class. The experimental group adopted PBL teaching method based on E-learning and the simulation software of nuclear accident medical emergency rescue. Results Average theoretical scores in the experimental group (79.61±7.71) were higher than those in the control group (73.66±7.89), with statistically significant difference (P<0.05). According to the results, 74.2％(89/120) students in the experimental group had a relative good experience of PBL under E-learning environment; 72.5％ (87/120) had better comprehension of nuclear protection medicine; 82.5％ (99/120) students considered that the simulation software of nuclear accident medical emergency rescue was able to help them get familiar with and comprehend the operation procedures;80.0％(96/120) students believed that it was able to stimulate interests for study and exploration; 77.5％ (90/120) students considered that it was able to promote study initiatives; 84.2％ (101/120) students believed that it was able to deepen understandings to nuclear protection medicine . Conclusion Application of PBL teaching methods in the teaching of nuclear protection medicine under E-learning environment can better enable students to comprehend what they have learned, achieving better teaching effectiveness.