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1.
Article in Chinese | WPRIM | ID: wpr-908956

ABSTRACT

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.

2.
Article | IMSEAR | ID: sea-211030

ABSTRACT

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.

3.
International Eye Science ; (12): 692-694, 2020.
Article in Chinese | WPRIM | ID: wpr-815758

ABSTRACT

@#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.

4.
Article | IMSEAR | ID: sea-189016

ABSTRACT

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.

5.
Article in Chinese | WPRIM | ID: wpr-796427

ABSTRACT

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.

6.
Article in Chinese | WPRIM | ID: wpr-790282

ABSTRACT

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.

7.
Article in Chinese | WPRIM | ID: wpr-694577

ABSTRACT

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.

8.
Article in Chinese | WPRIM | ID: wpr-694576

ABSTRACT

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.

9.
Article in Chinese | WPRIM | ID: wpr-733733

ABSTRACT

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.

10.
Article in Chinese | WPRIM | ID: wpr-712712

ABSTRACT

[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.

11.
International Eye Science ; (12): 1341-1343, 2016.
Article in Chinese | WPRIM | ID: wpr-637764

ABSTRACT

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.

12.
Article in Chinese | WPRIM | ID: wpr-669621

ABSTRACT

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.

13.
Article in Chinese | WPRIM | ID: wpr-444870

ABSTRACT

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.

14.
Article in English | IMSEAR | ID: sea-152418

ABSTRACT

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.

15.
Article in Chinese | WPRIM | ID: wpr-440514

ABSTRACT

Objective To investigate the effect of Case Based Learning (CBL) method in clinical practice of internal medicine. Methods 88 clinical medicine students were divided into CBL teaching group and traditional teaching group. Traditional teaching method was introduced to traditional teaching group while CBL teaching method was carried out in the other. The test papers and questionnaires were analyzed in both groups. Result The students in CBL teaching group mastered internal medicine knowledge better than the other group. Conclusion CBL teaching mode helps improve the overall teaching quality of internal medical in clinical practice,and the interns' interest in learning and their clinical practice ability can be greatly enhanced.

16.
Article in Chinese | WPRIM | ID: wpr-438862

ABSTRACT

Objective To compare the effect of four-in-one teaching method and traditional teaching method in clinical clerkship teaching in the department of obstetrics and gynecology. Methods Totally 70 clinical probationer were enrolled(35 from 2007 grade were taken as control group and 35 from 2008 grade were taken as experiment group ). Four-in-one teaching method and traditional teaching method were respectively in experiment group and control group. Examination score and clinical skill re-sults were analyzed by t test and satisfaction degree was analyzed byX2 test. P<0.05 signifies statistical sig-nificances . Results Examination score of experiment group and control group were 86 . 9 ± 7 . 7 and 76.5 ±8.7 respectively with statistically significant differences(P=0.000). Clinical skill score of experi-ment group and control group were 87.6±6.9 and 75.9±7.5 respectively with statistically significant dif-ferences(P=0.000). Each questionnaire index was significantly higher in experiment group than in con-trol group with statistically significant differences(P=0.000). Conclusions Four-in-one teaching method can make students understand theoretical knowledge and master obstetrics and gynecology basic clinical skills,enhance interests in learning,build up self-confidence and establish preliminary clinical thinking ability and innovation ability which will lay a solid foundation for future clinical and research practice.

17.
Article in Chinese | WPRIM | ID: wpr-436021

ABSTRACT

Objective To explore the teaching effect of scene teaching in physical diagnostics.Methods Totally 104 clinical medicine majors of five-year program were randomly divided into two groups:experimental group (n =53) and control group (n =51).Students in experimental group were taught by scene teaching while those in control group by traditional teaching method.Teaching qualities were evaluated by final exam and questionnaire.Data of final exam were presented as mean ±SD and were calculated using student's t-test.Otherwise,statistical differences of questionnaire were calculated by Chi-square test.P < 0.05 was considered statistically significant.Results Average final exam score of experimental group (80.378 ± 4.239) was better than that of control group (77.529± 4.743),with significant differences between two groups (t =3.231,P =0.002).Implementation of scene teaching method improved students self-learning ability and clinical thinking ability by 84.90%and 81.13% respectively.Conclusions Scene teaching in physical diagnostics is superior to traditional teaching and can improve abilities of students in analyzing and solving problems.

18.
Microbiology ; (12)2008.
Article in Chinese | WPRIM | ID: wpr-685977

ABSTRACT

In the reform of medical microbiology education on medical students of 8-year-education pro-gram, we compared the traditional teaching methods with Problem Based Learning (PBL) method. Through our practice, we have found that the combination of traditional lecture-based learning and PBL seems to better match the students’ way of learning. The lack of basic knowledge of the students hindered their learn-ing effect during the bilateral discussion in the PBL education. We also found that the application of PBL in medical microbiology education is an iterative process and should be promoted step by step. The theoretical level and the innovative ideas of the teachers play a crucial role in the dynamic process of education reform.

19.
Article in Chinese | WPRIM | ID: wpr-624652

ABSTRACT

Applying combined PBL and traditional teaching method to medical chemistry experimental teaching.Questionnaire and course examination were used to evaluate teaching ef-fect.The conclusion was that PBL teaching method was more helpful and effective than that of single traditional teaching method.

20.
Article in Chinese | WPRIM | ID: wpr-624476

ABSTRACT

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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