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Based on the teaching concept of constructivism, this study aims to promote independent inquiry-based learning and clinical thinking among students and establish the guiding ideology of "full participation, process control, in-depth discussion, and expansion of thinking". A blending learning model was adopted with offline inquiry-based group learning and in-class defense and comment, as well as online teacher-student interaction and supervision to promote learning. Case-problem-based learning (CPBL) of pathophysiology was carried out among the medical students in the class of 2017, and process management was strengthened to effectively manage the two key links of data retrieval and group discussion. The analysis of 176 teaching evaluations collected at the end of the semester show that in terms of the overall evaluation of CPBL teaching, 162 students (92.05%) had high evaluation on teaching objectives, organization, cases, and personal gains and held a very or relatively favorable attitude. There were more negative feedbacks on "appropriate time allocation"; 21 students (11.93%) held a relatively or very disapproving attitude, and 149 students (84.66%) "felt very tired". In terms of teaching effect evaluation, 150 students (85.23%) strongly or relatively agreed that CPBL teaching may help to understand professional knowledge, stimulate learning enthusiasm and initiative, improve problem solving ability, emphasize clinical practice to cultivate clinical thinking, supervise and promote learning, and enhance team cooperation and teacher-student communication. In terms of the evaluation of teachers, 167 students (94.89%) thought that teachers were rigorous, responsible, and enthusiastic in teaching, attached importance to process management, and did well in effective guidance and thinking inspiration (strongly or relatively agree). The above results suggest that the CPBL teaching reform of pathophysiology based on process management can effectively promote in-depth inquiry-based independent learning and the cultivation of clinical thinking and improve teaching effectiveness, but further improvement is needed for teaching arrangement and time allocation.
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Objective To investigate students' satisfaction degree and goal-achieving degree for cultivating applicative medical talents by analyzing the results of satisfaction degree survey on blending teaching in physiology from 2016 to 2018 under the background of audit assessment.Methods Grade 2015 undergraduates majoring in oral medicine(n=60),grade 2016 undergraduates in medical laboratory science(n=59),grade 2016 undergraduates in Traditional Chinese Medicine(n=27),and grade 2017 undergraduates in oral medicine(n=58)were selected as study subjects.Blending learning in physiology was adopted and the teaching process was designed according to the training objectives for applicative medical talents.Questionnaires were conducted among students at the beginning and end of the semester to rate the satisfaction degree of learning in physiology.The questionnaire scores were put into SPSS 19.0 for independent t-test.Results Grade 2015 oral,2016 grade medical examination technology,2016 grade traditional Chinese medicine,2017 grade stomatology majors.In the scoring indicators of the questionnaire,teaching method scores,semester knowledge mastery scores,semester analysis problem solving ability scores,semester autonomy Both the learning ability score and the final expression communication ability score were significantly higher than the beginning of the semester,and the differences were statistically significant(P＜0.01).Conclusion Students are satisfied with the blending learning in physiology which fits the cultivating goal for applied medical talents and reaches the standard line of audit assessment.
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Objective To explore the application effect of blending-learning model on clinical teaching for practice nursing students in ICU. Methods Totally 165 nursing students who practiced in ICU from 2016 to 2017 were selected by convenient sampling.82 nursing students in the traditional teaching mode were used as the control group in 2016, while 83 nursing students in the blending-teaching model on the basis of the control group were used as the observation group in 2017. Results The aspects of theory and skill operation, clinical nursing comprehensive ability, teaching content, teaching method, language expression, interpersonal relationship, learning atmosphere, learning opportunity and overall evaluation in nursing students of the observation group were (83.89±7.01),(93.05±2.60), (6.61± 1.15),(3.64±0.68),(3.85±0.77),(3.76±0.73),(3.84±0.91),(3.68±0.78),(3.74±0.81),(3.73±0.66)points, which were higher than(69.93 ± 10.28),(87.94 ± 3.11),(5.51 ± 1.53),(2.79 ± 0.84),(2.69 ± 0.63),(2.39 ± 0.52),(2.01 ± 0.70),(2.43 ± 0.57),(2.50 ± 0.55),(2.46 ± 0.55)points in the control group, the differences were significant(t =-14.235--5.176,P ＜0.05).There was no significant difference between the two groups in terms of sex, age, educational level, scores of entrance examination, teachers′quality, teaching attitude, work atmosphere and organizational support (P>0.05). Conclusions The blending-teaching model is beneficial to improve the learning achievement, clinical nursing comprehensive ability and satisfaction in nursing students who practiced in ICU, and promote the continuous improvement of clinical teaching quality.
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Objective@#To explore the application effect of blending-learning model on clinical teaching for practice nursing students in ICU.@*Methods@#Totally 165 nursing students who practiced in ICU from 2016 to 2017 were selected by convenient sampling.82 nursing students in the traditional teaching mode were used as the control group in 2016, while 83 nursing students in the blending-teaching model on the basis of the control group were used as the observation group in 2017.@*Results@#The aspects of theory and skill operation, clinical nursing comprehensive ability, teaching content, teaching method, language expression, interpersonal relationship, learning atmosphere, learning opportunity and overall evaluation in nursing students of the observation group were (83.89±7.01), (93.05±2.60) , (6.61±1.15), (3.64±0.68) , (3.85±0.77) , (3.76±0.73) , (3.84±0.91) , (3.68±0.78) , (3.74±0.81) , (3.73±0.66) points, which were higher than (69.93±10.28) , (87.94±3.11) , (5.51±1.53) , (2.79±0.84) , (2.69±0.63) , (2.39±0.52) , (2.01±0.70) , (2.43±0.57) , (2.50±0.55) , (2.46±0.55) points in the control group, the differences were significant (t=-14.235- -5.176, P<0.05) .There was no significant difference between the two groups in terms of sex, age, educational level, scores of entrance examination, teachers′ quality, teaching attitude, work atmosphere and organizational support (P>0.05).@*Conclusions@#The blending-teaching model is beneficial to improve the learning achievement, clinical nursing comprehensive ability and satisfaction in nursing students who practiced in ICU, and promote the continuous improvement of clinical teaching quality.
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Objective To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students,and to analyze the difference of teaching effects between staged-teaching and traditional teaching.Methods Students were randomly divided into two groups,with 112 in the experimental group and 118 in the control group.Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing","pathology-clinical connection" and "knowledge application",so presentation,assimilation and discussion class (PAD class),blending teaching and flipped classroom were adopted respectively.Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways.SPSS 19.0 was used for data analysis,and t-test and chi-square test were used for inter-group comparison.Results The pathological average score of students in the experimental group was (78.56 ± 7.172),which was higher than (72.53 ± 8.539) in the control group,with statistically significant difference (t=5.809,P=0.000).According to the questionnaire survey,the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group,with statistically significant difference (P＜ 0.01).Conclusion Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge,applicating appropriate learning methods,and gradually forming their self-learning ability.
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Objective@#To choose the corresponding teaching methods according to different teaching stage in the teaching of pathology for five-year clinical students, and to analyze the difference of teaching effects between staged-teaching and traditional teaching.@*Methods@#Students were randomly divided into two groups, with 112 in the experimental group and 118 in the control group. Considering that the teaching content in the experimental group contained the general introduction and different sections and students might experience stages such as "knowledge memorizing", "pathology-clinical connection" and "knowledge application", so presentation, assimilation and discussion class (PAD class), blending teaching and flipped classroom were adopted respectively. Examination scores and questionnaire survey were used to evaluate the difference between two teaching ways. SPSS 19.0 was used for data analysis, and t-test and chi-square test were used for inter-group comparison.@*Results@#The pathological average score of students in the experimental group was (78.56±7.172), which was higher than (72.53±8.539) in the control group, with statistically significant difference (t=5.809, P=0.000). According to the questionnaire survey, the teaching effects using different teaching methods in different stages in the experimental group was superior than that in the control group, with statistically significant difference (P<0.01).@*Conclusion@#Using different teaching methods in different stages is beneficial to guide students for truly comprehending the knowledge, applicating appropriate learning methods, and gradually forming their self-learning ability.
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Objective@#To investigate students' satisfaction degree and goal-achieving degree for cultivating applicative medical talents by analyzing the results of satisfaction degree survey on blending teaching in physiology from 2016 to 2018 under the background of audit assessment.@*Methods@#Grade 2015 undergraduates majoring in oral medicine (n=60), grade 2016 undergraduates in medical laboratory science (n=59), grade 2016 undergraduates in Traditional Chinese Medicine (n=27), and grade 2017 undergraduates in oral medicine (n=58) were selected as study subjects. Blending learning in physiology was adopted and the teaching process was designed according to the training objectives for applicative medical talents. Questionnaires were conducted among students at the beginning and end of the semester to rate the satisfaction degree of learning in physiology. The questionnaire scores were put into SPSS 19.0 for independent t-test.@*Results@#Grade 2015 oral, 2016 grade medical examination technology, 2016 grade traditional Chinese medicine, 2017 grade stomatology majors. In the scoring indicators of the questionnaire, teaching method scores, semester knowledge mastery scores, semester analysis problem solving ability scores, semester autonomy Both the learning ability score and the final expression communication ability score were significantly higher than the beginning of the semester, and the differences were statistically significant (P<0.01).@*Conclusion@#Students are satisfied with the blending learning in physiology which fits the cultivating goal for applied medical talents and reaches the standard line of audit assessment.
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Objective To discuss the application of blending learning based on MOOC in Histology and Embryology, so as to improve students' learning effectiveness. Methods Nursing undergraduates in class one of 2017 grade were randomly selected as experimental group (n=47) , and nursing undergraduates in class two as control group (n=48), with blending learning and traditional teaching model adopted, respec-tively. SPSS 19.0 was applied to processing the data and T test were used to compare the results of the final exam of this course and the evaluation scale of students' independent learning ability in two groups. Results The experimental scores [(24.22±5.08) vs. (18.49±4.65)], paper test scores [(52.37±6.24) vs. (47.15± 5.99)], and total score [(76.61±7.22) vs. (62.83±7.36)], which shows the scores of experimental group were statistically higher than those of the control group. According to the evaluation scale of students' inde-pendent learning ability, the self-learning ability of the experimental group was better than that of the control group, with significant differences (P<0.05). Conclusion Blending learning can be applied to the teaching of Histology and Embryology, which can effectively improve learning quality, with satisfactory teaching effects to both teachers and students.
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Objective To explore the application effects of blending learning mode which is based on SPOC in preventive medicine teaching. Methods 92 students of Grade 2013 majoring in medical imag-ing were divided into two classes. 47 students in the first class adopted LBL teaching method. Another class was experimental group, teaching the remaining 45 students by blending learning mode based on SPOC method. Analyses and assessments were done by course examinations and questionnaires. Results The experimental groups were better than the control groups not only in the average score of synthetic scores (t=5.068, P=0.000) but also in the 80-89 and 90-100 number distribution (Z=3.713, P=0.000). The question-naires showed that 72.6％students of the experimental group accepted blending learning mode which was based on SPOC. Conclusion Ability of explorative thinking, independent learning and effect of teaching can be achieved by blending learning model which is based on SPOC.
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Objective To discuss the application form, method and effect of blending learning based on MOOC in Obstetrics and Gynecology Nursing Course, so as to improve learning quality and com-prehensive qualities of students. Methods Randomly selected a nursing undergraduate class as experi-mental group (n=190) and another as control group (n=189);blending learning and traditional teaching model were adopted, respectively. T test and chi-square test were used to compare scores of final exam in two groups, and Rating Scale of Self-directed Learning Competence for Nurses and Scale of Clinical Commu-nication Competence for Nursing Students were used to evaluate two groups before and after the course. Results The average score (76.30±7.08) and excellent rate (35.79％) in the experimental group were higher than those in the control group of (74.78 ±7.18) and 25.93％, with significance differences (P<0.05);Surveys showed that after the course, the autonomous learning ability and the clinical communication ability of students in the experimental group were better than before, and were better than those in the control group. Conclusion Blending learning can be applied to Obstetrics and Gynecology Nursing Course, which can effectively improve learning quality and enhance students' ability of independent study and clinical com-munication, with satisfactory teaching effects to both teachers and students.
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In the twenty-first Century,with the rapid development and popularization of the In ternet and E-learning,bending learning is given a new definition,which claims the advantage combination of traditional learning and E-Learning,advocates the teaching mode of teachers' leading role and students' predominant position.Micro-lecture is a newly emerging force on teaching.This study probes into the medical micro-lecture design mode based on the concept of blending Learning,illustrates the stages of teaching preparation,micro-lecture design,micro-lecture application and evalua tion in order to improve higher medical education.
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Objective To discuss the effectiveness of implementation of blending learning in teaching of Fundamental of Nursing.Methods 234 nursing undergraduates were divided into the experimental group and the control group.The experimental group adopted blending learning method,while the control group used traditional teaching method.The final term exam and technical test results were compared between two groups.Results Students' practice scores in the experimental group were higher than those of the control group.In the experimental group,about 90.2％ undergraduates accessed learning resources through online teaching platform,82.4％ students considered that their nursing skills improved and 78.4％ students thought that their self-learning capacity strengthened.Conclusions Blending learning gives students a potential time,environment and recourse to learn.By integrating in-class and after-class studying,undergraduates' self-learning ability and nursing skills improved.