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1.
Rev. bras. med. esporte ; 27(spe): 101-104, Mar. 2021. tab, graf
Article in English | LILACS | ID: biblio-1156134

ABSTRACT

ABSTRACT With the continuous expansion of public health services, the output of sports talents under the existing training mode of sports talents in Colleges and Universities has been unable to meet the market demand of social sports, so it is inevitable to optimize the existing talent training mode. Based on the original "dual system" teaching mode of college sports talents, this study incorporated the LDTA model to optimize and adjust it, so as to establish a new college sports talent training system. In order to prove the feasibility of the new sports talent training system, after analyzing the market economy of the local social sports industry and the basic situation of students, this paper studies the application of the new sports talent training system to the practical teaching of physical education students in 2017 in university X from 2019 to the first half of 2020, and compares the final scores of the students under the original teaching mode and the new sports talent training system. At present, the students' final scores under the new PE talent training system are generally higher than those under the original teaching mode. It is also found that for some practical skills courses, the students' performance under the new PE talent training system is obviously better than that under the original teaching mode. All these results show that the new sports talent training system established by the research is feasible, and has high practical value for promoting the reform of the supply of sports talents in Colleges and Universities and improving the professional skills and knowledge level of sports talents.


RESUMO Com a contínua expansão do dos serviços de saúde pública, a produção de talentos esportivos sob o modo de treinamento existente em faculdades e universidades não tem atendido a demanda da indústria esportiva social, por isso é inevitável otimizar o modo de treinamento de talentos existente. Baseado no modo de ensino original dual system de talentos esportivos universitários, este estudo utilizou o modelo LDTA para otimizá-lo e ajustá-lo, de modo a estabelecer um novo sistema de treinamento de talentos esportivos universitários. A fim de provar a viabilidade do novo sistema de formação de talentos desportivos, após analisar a economia de bercado da indústria desportiva social local e a situação básica dos estudantes, este documento estuda a aplicação do novo sistema de treinamento de talentos esportivos ao ensino prático dos alunos, em 2017, da escola de educação física da Universidade X de 2019 até a primeira metade de 2020, e compara as pontuações finais dos alunos sob o modo de ensino original e o novo sistema de treinamento de talentos esportivos. Atualmente, as pontuações finais dos estudantes no âmbito do novo sistema de formação de talentos esportivos são geralmente superiores às do modo de ensino inicial. Constata-se também que, para alguns cursos de competências práticas, o desempenho dos estudantes no âmbito do novo sistema de formação de talentos esportivos é obviamente melhor do que o do modo de ensino inicial. Todos esses resultados mostram que o novo sistema de formação de talentos desportivos instituído pela investigação é viável e tem um elevado valor prático para promover a reforma da oferta de talentos desportivos nas faculdades e universidades e para melhorar as competências profissionais e o nível de conhecimentos dos talentos esportivos.


RESUMEN Con la continua expansión de los servicios de salud pública, la producción de talentos deportivos bajo el modo de entrenamiento existente en Colegios y Universidades no ha podido satisfacer la demanda del mercado de deportes sociales, por lo que es inevitable optimizar el modo de entrenamiento de talentos existente. Basado en el modo de enseñanza original de "sistema dual" de talentos deportivos universitarios, este estudio incorporó el modelo LDTA para optimizarlo y ajustarlo, a fin de establecer un nuevo sistema de entrenamiento de dichos talentos. Con el fin de demostrar la viabilidad del nuevo sistema de formación de talento deportivo, tras analizar la economía de mercado de la industria sociodeportiva local y la situación básica de los estudiantes, este trabajo estudia la aplicación del nuevo sistema de formación de talento deportivo a la docencia práctica de los estudiantes en 2017 del Colegio de Educación Física de la universidad X, y desde 2019 hasta el primer semestre de 2020, y compara los puntajes finales de los estudiantes bajo el modo de enseñanza original y el nuevo sistema de entrenamiento de talento deportivo.. En la actualidad, los puntajes finales de los estudiantes bajo el nuevo sistema de formación de talentos de educación física son generalmente más altos que los del modo de enseñanza original. También se encuentra que, para algunos cursos de habilidades prácticas, el desempeño de los estudiantes bajo el nuevo sistema de formación de talentos de educación física es obviamente mejor que el del modo de enseñanza original. Todos estos resultados muestran que el nuevo sistema de formación de talentos deportivos establecido por la investigación es factible y tiene un alto valor práctico para promover la reforma de la oferta de talentos deportivos en Colegios y Universidades y mejorar las habilidades profesionales y el nivel de conocimiento de los talentos deportivos.


Subject(s)
Humans , Young Adult , Aptitude , Sports , Universities , National Health Strategies , Public Sector , Athletes , China
2.
Article in Chinese | WPRIM | ID: wpr-882217

ABSTRACT

At present, there is little research on the new teaching mode for the practice course of epidemiology. Based on the situation, this paper mainly discussed how the MOOC (Massive Open Online Course)-based multi-teaching mode was applied to the practice course of Epidemiology. The structure of this multi- teaching mode consisted of case base construction, class preparation, class presentation and learning evaluation. Thus, MOOC, flipped Class Mode and other new teaching modes were integrated into traditional face-to-face teaching. In addition, this paper also demonstrated the implementation of the multi-teaching mode in the teaching of preventive medicine. It is worth exploring how to integrate MOOC into the teaching of the practice course of epidemiology in the future.

3.
Article in Chinese | WPRIM | ID: wpr-908999

ABSTRACT

Objective:To explore the application of the pioneering TEBMCL (task based evidence-based laboratory medicine team cooperative learning) teaching mode in the teaching of Clinical Biochemical Laboratory Technology. Methods:A total of 336 undergraduates of medical laboratory from 3 classes of Batch 2014 were selected as research objects, and 112 students in class 1 were randomly selected as the teaching reform class, 113 students in class 2 were randomized into control class 1 and 111 students in class 3 into control class 2. The teaching effects achieved by applying the TEBMCL teaching mode to the teaching of Clinical Biochemical Laboratory Technology in the three classes were compared comprehensively and the TEBMCL teaching mode was also evaluated. The Access 2010 and SPSS 17.0 statistical analysis methods were used for statistical analysis. Results:Learning effect: ①Compared with the basic test of the three classes, there was no statistical differences ( P > 0.05); but the in-class test after each chapter showed that the results of the teaching reform class were better than those of the other two classes ( P < 0.05). It was also found that the performance of the control class 1 was better than that of the control class 2 after applying the new TEBMCL teaching mode in the second chapter ( P < 0.05). ②In a number of indicators, it was found that the scores of the reform class were better than those of the control class 1 and the control class 2 ( P < 0.05); ③In the terms of excellent grade and good grade, the teaching reform class was ahead of the control class 1 and the control class 2, and none of students in the teaching reform class failed the graduation design (thesis). In the terms of questionnaires and seminars: TEBMCL teaching mode was carried out for juniors who had professional basic knowledge, with short prcoess and high efficiency, while this method still needed to be improved. Conclusion:The new TEBMCL teaching mode has significant advantages compared with the traditional teaching mode, which can better promote the cultivation of students' abilities and improve the degree of knowledge mastery.

4.
Article in Chinese | WPRIM | ID: wpr-908986

ABSTRACT

This study takes the online teaching of oncological radiotherapy for standardized residency training in Harbin Medical University Cancer Hospital as an example, interprets the practice of carrying out online education, thinks about the problems in the teaching process, and is committed to making great contributions to the improvement of medical education quality in the new era and new background.

5.
Article in Chinese | WPRIM | ID: wpr-908970

ABSTRACT

Objective:To explore the application value of BOPPPS teaching mode in the course of Medical Literature Retrieval. Methods:We selected 144 students from four classes of Chinese medicine in our school of Batch 2018 as the research objects, set 72 students from Class 1 and 3 as the experimental group, taking the BOPPPS teaching mode, and set 72 students in Class 2 and 4 as the control group, using traditional teaching mode. After the teaching activities were completed, the teaching effect, teaching satisfaction, and evaluation of the teaching results of the two groups of students were compared through basic theoretical examinations, database operation and questionnaire surveys. SPSS 21.0 software was performed for data analysis.Results:The database assessment scores of the experimental group and the control group were (87.82 ± 9.24) points and (82.50 ± 6.18) points, respectively, with statistical differences between the two groups ( P=0.001, P<0.05). The questionnaire survey showed that the feedback of the experimental group in database use, stimulating learning interest and teaching satisfaction were better than that of the control group, with statistical differences ( P<0.05). Conclusion:The BOPPPS teaching mode helps to stimulate students' interest in learning, improve learning efficiency, and ultimately improve the quality of teaching.

6.
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.

7.
Article in Chinese | WPRIM | ID: wpr-908878

ABSTRACT

Objective:To explore the application effect of online-offline mixed teaching mode in the teaching of histology and embryology.Methods:Two classes of students majoring in psychiatry from Batch 2020 were randomized into experimental group ( n = 100), and two classes of students majoring in general practice in 2020 grade were randomized into the control group ( n = 99). The online-offline mixed teaching mode was used in the experimental group, while a traditional teaching mode was used in the control group. The online test scores, final scores and questionnaire satisfaction of the two groups of students were evaluated on the teaching effect. All data were statistically processed by SPSS 19.0, and the comparison between groups was performed by t test. Results:The online test scores of the experimental group [(8.55±1.18) vs. (6.33±0.91)] and final scores [(85.56±3.32) vs. (72.24±2.71)] were significantly higher than those of the control group ( P < 0.05). Compared with the control group, the experimental group's satisfaction scores of the online-offline mixed teaching mode were significantly higher in students' learning interest, learning autonomy, time management ability, teamwork, interactive communication, knowledge understanding and memory ability ( P < 0.05). Conclusion:The online-offline mixed teaching mode can improve the histology and embryology teaching effect and promote the students' interest in learning and autonomous learning ability.

8.
Article in Chinese | WPRIM | ID: wpr-908856

ABSTRACT

Objective:To explore the value of series situational simulation teaching combined with symptoms-centered integrated teaching mode in clinical clerkship of obstetrics and gynecology.Methods:A total of 181 students from Batch 2016 of Clinical Medicine (experimental group) were enrolled to receive the series situational simulation teaching combined with symptoms-centered integrated teaching mode. The teaching results were evaluated by formative evaluation scores and questionnaire, compared with 195 students from Batch 2015 (control group). The statistical analysis was performed with SPSS 21.0.Results:Scores of formative evaluation in experimental group [(88.66±5.92) points] was higher than those in control group [(81.11±7.36) points], with statistically significant differences ( P<0.05). Satisfaction of students for teaching flexibility, teaching innovation, learning interest and clinical thinking in experimental group was greater than that of students in control group ( P<0.05). Meanwhile, compared with the control group, teachers from experimental group were more satisfied with teaching flexibility, teaching integration, students' participation and activity in classroom and cultivation of the clinical thinking ability and post competences ( P<0.05). Conclusion:The series situational simulation teaching combined with symptoms-centered integrated teaching mode can help students to form a systemic knowledge system, cultivate their clinical thinking ability and establish a holistic view of disease.

9.
Article in Chinese | WPRIM | ID: wpr-908847

ABSTRACT

Objective:To explore the effect of the X-BL mixed teaching mode on Pharmacology course. Methods:In Pharmacology course of the 2017 pharmacy major of our university, 3 teaching units were randomly selected as the control group while the rest 3 teaching units were selected as the experimental group. Traditional teaching mode was carried out in control group. In the experimental group, we designed a X-BL mixed teaching mode composed of web-based learning (WBL), case-based learning (CBL), and team-based learning (TBL). Teaching effects of the two groups were compared using online unit tests and questionnaires. Test scores were analyzed by SPSS 20.0, and differences between groups were analyzed by t test. Results:The test scores of each unit of the experimental group were significantly higher than those of the control group ( P<0.01), and the low scores were all zeroed. The questionnaires showed that the two groups showed similar learning willingness, but the experimental group students were more satisfied with teaching method, teaching quality, classroom atmosphere, teacher guidance and learning effect than the control group. Conclusion:The X-BL mixed teaching mode, which focused on case teaching and group learning, integrated online and offline teaching, and information teaching, has showed a better teaching effect than traditional teaching in the Pharmacology courses. This teaching mode may have certain promotion value in the future teaching applications.

10.
Article in Chinese | WPRIM | ID: wpr-908828

ABSTRACT

Objective:To investigate the application and effect of personalized teaching mode based on Xuexitong learning platform in physiology.Methods:Four parallel classes from the nursing specialty were randomized into two groups, of which the class 1 and class 2 were taken as the experimental group, and the class 3 and class 4 were taken as the control group, with 102 students in both groups. The students number of these two groups is both 102. The experimental group adopted the personalized teaching mode based on Xuexitong learning platform, with the features of preparation before the class, the teaching in class and testing after class; while the control group adopted the traditional teaching mode. The final results of students from the two groups were compared, and questionnaires were send out. The data were processed by SPSS 22.0 software and analyzed by rank-sum test.Results:The final scores of the students from the experimental group were better than those of the control group ( P<0.001). The experimental group was significantly better than the control group in improvement of self-learning, teamwork, personality development and medical literacy ( P<0.05). And there was no significant difference in the recognition of language expression ability between the two groups ( P>0.05). Conclusion:The personalized teaching based on Xuexitong learning platform can play an important role in developing the personalities of students and improving the educational effect of teaching students in accordance with their aptitude, which has a popularization significance in the teaching of physiology.

11.
Article in Chinese | WPRIM | ID: wpr-908343

ABSTRACT

Objective:To explore the effect of different teaching modes in medical students′education of cardiopulmonary resuscitation(CPR)skills.Methods:One hundred and fifty college students were randomly allocated to classroom teaching group(G1=50), problem-based learning(PBL)group(G2=50) and computer-based teaching group(G3=50)from March to December in 2019.The students′acquisition and retention of theoretical knowledge and skills were assessed before(baseline)and after the teaching(immediately), then 2 months and 6 months later.Results:One hundred and fifty college students participated in the study.Among them, 84(56.0%)were male, with an average age of 23 years old.Sixteen students(10.7%)had participated in similar CPR training.There was no significant statistical difference in the demographic characteristics of students among three groups.At four time points including baseline, after teaching(immediately), 2 months and 6 months later, there was no significant difference in the theoretical examination results among three groups( P>0.05). But after teaching, the scores of each group were improved.At the second time point(after teaching immediately), each group had the highest scores( P<0.05). Compared the scores of the second point, the ones of the third time point(2 months later after teaching)and the fourth time point(6 months later after teaching)decreased, but there was no significant difference between the two time points( P<0.05). There was no significant difference in the pass rates of skill exam at the time point of baseline among three groups( P>0.05). The pass rates of G2 and G3 were significantly higher than those of G1 at 2 and 6 months later after teaching( P<0.05), but there was no significant difference between two groups.After teaching, the passing rate of each group was significantly higher than that of the baseline, and there were significant differences in the passing rates of any other time points after teaching, with the passing rate decreasing.Students′ feedback showed that all of them could clearly understand the teaching objective and accept the difficulty of the course, and PBL and computer teaching modes were more acceptable. Conclusion:PBL and computer-based teaching modes have better learning effectiveness and acceptance, which can be used as supplemental training to conventional classroom teaching or as strategies to consolidate learning.Two months may be the time point for retraining.

12.
Chinese Journal of Biotechnology ; (12): 4475-4481, 2021.
Article in Chinese | WPRIM | ID: wpr-921523

ABSTRACT

The construction of "Emerging Engineering Education" aims at cultivating high-quality graduates capable of engineering practice, innovation and international competitiveness. Bilingual courses have become one of the effective means to cultivate qualified students with skills of both professional knowledge and international communication. However, the teaching effect of most bilingual courses is not very ideal. Based on analyzing common problems in the current bilingual teaching, we take the bilingual course of environmental biotechnology as an example, and discusses possible improvement strategies from the aspects of the construction of teaching mode, the establishment of quality control system, the selection of textbooks and the optimization of assessment methods. Moreover, we summarize experience and shortcomings on improving the lecturers' ability, students' learning enthusiasm and school's support. It is expected to provide useful reference for improving the effect of bilingual teaching in biotechnology-relevant courses.


Subject(s)
Biotechnology , Curriculum , Humans , Students
13.
China Pharmacy ; (12): 1904-1907, 2021.
Article in Chinese | WPRIM | ID: wpr-886287

ABSTRACT

OBJECTIVE:To explore th e applicatio n of team situatio nal simulation education and teaching mode in clinical pharmacy teaching. METHODS :A total of 60 clinical pharmacy interns were selected as the research objects ,and course disease was type 2 diabetes mellitus. Thirty interns were randomly selected as control group ,using traditional teaching mode ;other 30 interns were selected as trial group ,which carried out team situational simulation education and teaching mode. The teaching effects were evaluated by using the satisfaction of interns to the two modes ,the comprehensive score of graduation examination and the self-evaluation of learning effect. RESULTS :Compared with traditional teaching mode ,team situational simulation education and teaching mode was conducive to stimulate the learning interest of interns ,improve their interpersonal communication ability , cultivate teamwork spirit ,improve the awareness of humanistic care ,and cultivate the professional attitude of clinical pharmacists (P<0.05). Compared with control group ,the comprehensive score of trial group was dominantly increased (P<0.001),and the scores of professional quality ,humanistic care and communication skills in the trial group were significantly higher than control group(P<0.01). In terms of self-evaluation of learning effect ,except for the pathogenesis of type 2 diabetes and the commonly used treatment regimens ,the self-evaluation scores of the other items in trial group were significantly higher than control group (P<0.05 or P<0.01). CONCLUSIONS :Team situational simulation education and teaching mode is superior to traditional teaching mode for clinical pharmacy teaching.

14.
Chinese Journal of Biotechnology ; (12): 1450-1456, 2021.
Article in Chinese | WPRIM | ID: wpr-878647

ABSTRACT

Improving the creativity is crucial to postgraduate training nowadays. The course of Modern Microbial Biotechnology is an optional specialized course for microbiology-related postgraduates. To explore a new teaching mode for improving the creativity of postgraduate students, we reformed the teaching content, the teaching method and the evaluation mode of this course. Through case study teaching, seminar-style classroom and implementation of a new assessment method, the students not only mastered professional knowledge and disciplinary frontiers of modern microbiology technology, but also improved their ability of discovering, analyzing and solving problems. The reformed course teaching mode is effective in fostering postgraduates' creativity.


Subject(s)
Biotechnology , Humans , Students
15.
International Eye Science ; (12): 895-898, 2021.
Article in Chinese | WPRIM | ID: wpr-876021

ABSTRACT

@#AIM: To explore the effect of the combination of standardized patient and CBL case-based teaching in clinical practice teaching for postgraduates majoring in ophthalmology.<p>METHODS: From July 2017 to July 2019, a total of 40 postgraduates majoring in ophthalmology from 2017, 2018, and 2019 of Nanchang University First Affiliated Hospital were selected as the research objects and randomly divided into two groups: the observation group and the control group, each with 20 people. The observation group used the SP+CBL case-based teaching mode, the control group used the traditional teaching mode(LBL). The teaching teachers of the same group of graduate students is the same, the teaching content are the same, the teaching period was 12mo, observe and compare the two groups of students' learning ability, theoretical knowledge and clinical skills operation assessment grades, and conduct statistical analysis on the evaluation of the teaching effect of the students. <p>RESULTS: There was no significant difference in the enrollment scores of the two groups of students. After teaching, students in the observation group had more advantages in learning enthusiasm, memory efficiency, clinical operation, and doctor-patient communication skills(<i>P</i><0.05), and they got higher theoretical knowledge and clinical skills operation assessment scores than those in the control group(87.95±6.78 points <i>vs</i> 78.95±6.28 points, 82.20±4.53 points <i>vs</i> 75.95±4.05 points, <i>P</i><0.05), and their evaluation of the SP+CBL case-based teaching model was significantly higher than that of the control group who implemented the LBL teaching model(<i>P</i><0.05).<p>CONCLUSION: The SP+CBL case-based teaching mode has significant advantages in clinical practice teaching for postgraduates majoring in ophthalmology, and is worthy of scientific popularization.

16.
Article in Chinese | WPRIM | ID: wpr-781760

ABSTRACT

The new teaching mode of based on the practice platform was explored so as to promote the mutual benefits for both teaching and learning. As the basic course of acupuncture-moxibustion and specialty, is the core theoretical and practical course. Through the establishment of on-campus practice platforms, e.g. the Technique Association of Acupuncture-Moxibustion and , physical therapy room of acupuncture-moxibustion and and the practical platform for promoting outside-campus medical service, in accordance with the teaching mode of "theory → practice → re-theory → re-practice", the class teaching of theory and the skill training were optimized, the three-dimensional practice platforms for teaching was constructed, meaning "class teaching → on-campus practice → social service". This teaching mode motivates the enthusiasm of teaching and learning, improves the teaching quality of , enhances the professional theoretical level as well as the clinical practice ability. Such teaching mode plays a positive role in the cultivation of talents of acupuncture-moxibustion and .


Subject(s)
Acupuncture Points , Meridians , Moxibustion , Teaching
17.
Chinese Journal of Biotechnology ; (12): 1249-1256, 2020.
Article in Chinese | WPRIM | ID: wpr-826852

ABSTRACT

Microbial genetics and breeding is a compulsory course for "Bioengineering Excellence Talents Experimental Class" and "Bioengineering International Student Class". However, the traditional teaching model has many deficiencies in terms of content selection, teaching methods and examination forms. At Tianjin University of Science and Technology, to improve the quality and effectiveness of teaching, especially in the field of microbiology, innovative leaders who meet the needs of national and international communities are highly needed. This article describes the reformed teaching content, teaching methods, and curriculum assessment methods of microbial genetics and breeding. With the help of the latest scientific research progress, pre-class preview system, video display, and diversified assessment methods, teaching mode has been innovatively reformed. As such, students not only mastered the relevant professional knowledge of microbial genetics and breeding, but also exercised their subjective initiative, teamwork consciousness, professional foreign language expression level, and cultivated their interest in scientific knowledge related to microbial genetics.


Subject(s)
Bioengineering , Education , Breeding , Curriculum , Reference Standards , Genetics, Microbial , Education , Humans , Students
18.
Article in Chinese | WPRIM | ID: wpr-823791

ABSTRACT

Objective: To investigate the teaching effect of information teaching mode based on “ketangpai” network learning platform in teaching clinical nutrition and to provide guidance and method for information teaching. Method: By the random sampling method, 296 students from 2017 nursing undergraduate students of Wannan Medical College were selected and divided into two groups. The experimental group (n=148) was taught by information teaching mode based on "ketangpai" network learning platform. The control group (n=148) was taught by traditional teaching method. Both groups received the same teaching process,content and teacher. The experimental test, theory test and teaching effects were compared between the two groups. Results: The scores of experimental test and theory test in experimented group were significantly higher than those in control group (P<0.01). The abilities of self-learning, theory-practice, independent thinking, analysis, and knowledge mastery degree in experimental group were significantly better than those in control group (P<0.05). The students in the experimental group were more satisfied with the information teaching mode. Conclusion: Application of information teaching mode based on “ketangpai" network learning platform can improve the teaching effects, the students' comprehensive ability and self-learning ability.

19.
Int. j. morphol ; 37(3): 1085-1088, Sept. 2019. tab
Article in English | LILACS | ID: biblio-1012400

ABSTRACT

With the accumulation of teaching experience and the summary of the teaching process in the teaching of medical colleges and universities, the course "Normal Human Morphology" has been basically on the right track in undergraduate education. However, most of the colleges and universities in China still use the traditional teaching mode, and the evaluation of students' learning effects and teacher teaching still follows the method of final evaluation. This method is not conducive to students' timely understanding of self-stage learning effects. It will affect the teacher's adjustment (or solution) to the specific links (or problems) that appear in the teaching process. The establishment of the mixed teaching model and formative evaluation system can solve the problems of the two to some extent.


Con la mayor experiencia de los docentes y del proceso de aprendizaje en la enseñanza de facultades y universidades de medicina, el curso "Morfología Humana Normal" básicamente ha seguido una metodología correcta en la educación de pregrado. Sin embargo, la mayoría de los colegios y universidades en China aún utilizan el modelo de enseñanza tradicional, por lo cual, la evaluación de los efectos de aprendizaje de los estudiantes junto con la enseñanza docente, a la fecha, sigue el método de una evaluación final. Este método no es propicio para la comprensión oportuna por parte de los alumnos, en la etapa del auto-aprendizaje, ya que afecta la adaptación (o solución) del profesor a los enlaces (o problemas) específicos que aparecen en el proceso de enseñanza. El establecimiento de un modelo de enseñanza mixta y un sistema de evaluación formativa en cierta medida podrían resolver ambos problemas.


Subject(s)
Humans , Education, Medical, Undergraduate/methods , Educational Measurement/methods , Anatomy/education , China , Surveys and Questionnaires , Analysis of Variance , Self-Directed Learning as Topic
20.
Article in Chinese | WPRIM | ID: wpr-803560

ABSTRACT

Objective@#To explore the effect of distance education in the teaching mode of medical clinical skills, and to provide theoretical and practical basis for finding a better teaching mode to promote the combination of theory and practice.@*Methods@#A total of 172 trainees of clinical skill training in the training center were divided into the control group and the observation group (the observation group was divided into pre-class long-distance group, in-class long-distance group, after-class long-distance group). There were 43 trainees in each group. The control group adopted traditional teaching methods in clinical basic skills courses, and the observation group adopted mixed teaching mode under long-distance education. The satisfaction of teachers and students under the two teaching modes were investigated, and the performance of each group of students in skills, human-computer dialogue, and team first aid comprehensive test were compared.@*Results@#There were significant differences in teacher satisfaction between the control group and the pre-class and in-class distance groups (χ2 = 15.315, P = 0.000). There were significant differences in student satisfaction between the control group and the pre-class and in-class distance groups in terms of interactive participation, liveliness, interesting training skills and teaching level (χ2=4.497-17.153, P = 0.000-0.034). The results of each group reached the expected teaching goals. There were significant differences between the skill test score control group and the pre-class and in-class remote groups (t=25.357, 14.712, all P =0.000). There were significant differences between the human-machine dialogue test control group and the three observation groups (t=14.561, 19.420, 3.821, all P =0.000). There were significant differences between the team emergency comprehensive test control group and the three observation groups (t=14.561, 19.420, 3.821, all P=0.000).@*Conclusions@#Distance education has flexible in the mixed teaching mode of clinical skills, especially in pre-class and in-class. It can rapidly improve the basic clinical skills, theoretical knowledge and team mobilization ability of students. It is one of the best bridges to communicate their clinical theory and practice.

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