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Objective:To investigate the application effect of flipped classroom combined with micro-lectures in the teaching of pediatric infectious diseases.Methods:A total of 199 five-year students in the class of 2019 from Department of Pediatrics of Chongqing Medical University were divided into 14 groups. Each group selected a micro-lecture theme targeting the key and difficult points of the course and produced an original micro-lecture video through flipped classroom, which was then uploaded to Chaoxing platform for evaluation by teachers and students. At the end of the course, a questionnaire survey was performed to investigate the teaching effect, and final examination score and department examination score during internship were compared between the students in the class of 2019 and those in the class of 2018. SPSS 22.0 was used to perform the t-test, the Wilcoxon rank-sum test, the chi-square test, and the Fisher's exact test. Results:A total of 14 flipped micro-lecture works were completed by the students. The questionnaire survey showed that 98.47% (193/196) of the students thought that this model was helpful to master the key and difficult points; 93.88% (184/196) of the students thought that the flipped micro-lecture works had better originality and quality than reading reports and literature reviews in the past; 94.90% (186/196) of the students were more willing to accept the mode of flipped classroom combined with micro-lectures. Compared with the students in the class of 2018, the students in the class of 2019 had significantly higher final examination score (79.32±7.53 vs. 76.06±12.01, P<0.001), theoretical score of department examination (88.68±4.87 vs. 87.15±4.09, P<0.001), and operation score of department examination (84.93±7.56 vs. 82.08±9.10, P<0.001). Conclusion:Flipped classroom combined with micro-lectures can effectively solve the key and difficult points in the teaching of pediatric infectious diseases, and it can also stimulate the interest in independent learning and help to improve learning performance among students. Therefore, it holds promise for clinical application.
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Objective:To explore the application effect of micro-lecture based on virtual reality technology on the standardized residency training in the department of orthopedics.Methods:A total of 40 trainees who received standardized residency training in department of orthopedics from December 2019 to August 2020 were selected and randomly divided into control group and experimental group, with 20 cases in each group. For the same orthopedic teaching content, the control group received the conventional training, and the experimental group received micro-lecture teaching based on digital virtual reality technology. And the teaching effect of the two groups and the feedback of the trainees on the teaching were compared. SPSS 22.0 was used for t test. Results:Compared with the students in the control group, the trainees in the experimental group had better performance in theoretical knowledge, comprehension of surgery, and clinical skills, and the difference was statistically significant ( P<0.05). Compared with the control group, the trainees in the experimental group scored higher in satisfaction with class interest [(9.69±0.28) vs. (9.24±0.42)] and participation [(4.38±0.43) vs. (4.03±0.62)], with statistically significant differences ( P<0.05). Conclusion:For the standardized residency training in the department of orthopedics, micro-lecture teaching based on virtual reality technology is more conducive to improving students' academic performance and clinical skills compared with traditional teaching, and increasing the interest and participation of students in the process of standardized residency training.
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Objective:To explore the effects of self-made bilingual anatomy micro-lecture on the comprehensive ability training of nursing students, such as autonomous learning, medical English and knowledge expression.Methods:The study group was set up, and the micro-lectures were independently completed by the students under the guidance of teachers. The nursing medical students of Batch 2017 and Batch 2018 were recruited as control group and experimental group, respectively. Micro-lectures were applied in experimental group teaching and students' autonomous learning. The effect of self-made micro-lectures on cultivating students' comprehensive ability was verified by comparing examination results and analyzing questionnaire. SPSS 20.0 was used to conduct t-test. Results:A total of 53 micro-lectures were produced. Compared with the control group, the final theoretical and experimental examination scores of the experimental group were significantly improved ( P < 0.05), and the excellence rate of study group members was 31.25% (10/32); the questionnaire results showed that the satisfaction rate in classroom teaching of using micro-lectures in the experimental group was 90.24%(74/82), and 85.37% (70/82) of the students wanted to participate in the production of micro-lectures; 100.00% (40/40) of the study group members thought that the production of micro-lectures promoted them to perform autonomous learning, more than 82.50%(33/40) of the students indicated that the knowledge expression was effectively trained, and 67.50%(27/40) of the members improved their medical English. Conclusion:The self-made bilingual micro-lectures of anatomy is an effective means to achieve the goal of comprehensive ability training for medical students majoring in nursing.
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Biochemical Reaction Engineering is a professional discipline with emphasis on both theory and practice. It is the core course in the curriculum provision for students majoring in bioengineering and plays an important role in the cultivation of professional talents. However, there are so much theory knowledge, such as formulas and deduction, that students showed poor efficiency in their study. Herein, to cater the objective command of innovative talents under new education background, and to improve the practical teaching efficiency and the students' enthusiasm as well as the practical innovation capability, the teaching team innovated and explored the teaching pattern, the teaching method as well as the teaching technologies. The teaching efficiency has been remarkably improved by introducing the virtual simulate technology, the micro-lecture, the case teaching pattern attempts and the scientific platform, which can be used as reference by other peers.
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Humanos , Bioingeniería , Curriculum , EstudiantesRESUMEN
Objective:To explore the application of micro-lecture system based on ASSURE model in clinical practice teaching of dermatology.Methods:Sixty clinical medicine undergraduate intern doctors in Batch 2014 of Anhui Medical University were randomized into 2 groups, with thirty interns in both experimental group and control group. Micro-lecture system based on ASSURE model teaching method was adopted in experimental group, while traditional teaching method was adopted in control group. At the end of practice, theory test scores and medical record writing was used to evaluate the clinical ability of interns in two groups, and questionnaire survey was conducted to evaluate the satisfaction of interns with the teaching method of micro-lecture system based on ASSURE model. SPSS 16.0 was used for t test. Results:①Theory test scores were higher in experimental group than in control group, with statistically significant differences between the two groups ( P<0.05); ②The scores of history of illness, physical examination, treatment plan and the medical record writing were higher in experimental group than in control group ( P<0.05); ③At the end of internship, the questionnaire showed that the interns in the experimental group were more recognized for this new way of teaching. Conclusion:Micro-lecture system based on ASSURE model teaching method has achieved better results in the teaching of dermatology, which is worthy of future research and promotion.
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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.
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Objective@#To design and develop a series of micro-lectures of Surgical Nursing based on the network platform.@*Methods@#Literature review and interviews were conducted to determine the development process and course theme of the series micro-lectures, design the development process of the series micro-courses, and develop the series of micro-lectures of "Surgical Nursing", with the technical support of Zhongke Digital Publishing Media Co., Ltd. Design requirements of the network platform were analyzed and the serialization of the micro-course network platform was realized.@*Results@#A series of micro-lectures on Surgical Nursing based on the web platform were developed.@*Conclusion@#The design and development of this series of micro-lectures based on the network platform has formed a high-quality and complete series of micro-lectures of Surgical Nursing, and realized the application of the network platform, enriched the teaching resources of surgical nursing, and also provide new ideas and methods for nursing clinical teaching.
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Objective To investigate the effect of Micro-lecture combined with Simbaby teaching model in the practical teaching of neonatology for undergraduates . Methods A total of 160 five-year medical undergraduates from grade 2013 to grade 2015 were divided into group A (the control group) and group B (the experimental group), with 40 male students and 40 female students in each group. Students in group B received Micro-lecture combined with Simbaby teaching model, while students in group A received traditional teaching method. In group A, teachers adopted traditional teaching method with the use of common teaching models, then students practiced on these models following the demonstrations from teachers. In group B, students previewed the contents before class in micro-lecture, then teachers made Simbaby to be used as case models and explained to the students as how to use the model in actual class. Students made diagnosis and gave treatment to the Simbaby after physical examination . At last , teaching effects were evaluated by questionnaire survey and theoretical test. The SPSS 24.0 was used to conduct t-test and chi square test. Results The average scores of theoretical test (88.40±9.40) and skill test in group B (79.53± 8.84) were significantly higher than those in group A (84.86 ±9.50) and (72.35 ±9.70), with statistically significant differences (P<0.05). The results of Questionnaires showed that learning enthusiasm and initiative, clinical operation skills and clinical thinking ability in group B were significantly better than in group A (P<0.05). However, improvement of the awareness for team cooperation in the two groups had no statistically significant difference (P>0.05). Conclusion Micro-lecture combined with Simbaby teaching model can help students comprehend the basic theories of neonatal disease and improve their clinical operation skills, self-learning ability and clinical thinking ability, which is worth to be promoted in neonatal clinical teaching.
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Objective To further improve the proficiency and accuracy of physical diagnosis of medical students. Methods On March 16th, 2018, a random questionnaire survey were conducted and Excel used to investigate and analyze the needs of junior medical students for the teaching of physical diagnosis from the perspectives of topic selection of micro-lecture, presentation, teaching hours etc.. Results A total of 174 questionnaires were distributed and were all took back. In the survey, 139 students (79.89％) hoped to apply micro-lecture to the teaching of physical diagnosis, 132 students (75.86％) thought that the proper time of micro-lecture for each physical examination item should be 2-5 minutes , 150 students (86.21％) expected to learn micro-lecture of physical diagnosis via WeChat. Physical examination items selected mostly by students were on heart , chest and nervous system . Conclusion Theoretically and technologically speaking, it is feasible to make micro-lecture of physical diagnosis. Therefore, we should actively carry out the micro-lecture of physical diagnosis to meet students' learning demands and improve their operation skills of physical diagnosis.
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Objective@#To investigate the effect of Micro-lecture combined with Simbaby teaching model in the practical teaching of neonatology for undergraduates.@*Methods@#A total of 160 five-year medical undergraduates from grade 2013 to grade 2015 were divided into group A (the control group) and group B (the experimental group), with 40 male students and 40 female students in each group. Students in group B received Micro-lecture combined with Simbaby teaching model, while students in group A received traditional teaching method. In group A, teachers adopted traditional teaching method with the use of common teaching models, then students practiced on these models following the demonstrations from teachers. In group B, students previewed the contents before class in micro-lecture, then teachers made Simbaby to be used as case models and explained to the students as how to use the model in actual class. Students made diagnosis and gave treatment to the Simbaby after physical examination. At last, teaching effects were evaluated by questionnaire survey and theoretical test. The SPSS 24.0 was used to conduct t-test and chi square test.@*Results@#The average scores of theoretical test (88.40±9.40) and skill test in group B (79.53±8.84) were significantly higher than those in group A (84.86±9.50) and (72.35±9.70), with statistically significant differences (P<0.05). The results of Questionnaires showed that learning enthusiasm and initiative, clinical operation skills and clinical thinking ability in group B were significantly better than in group A (P<0.05). However, improvement of the awareness for team cooperation in the two groups had no statistically significant difference (P>0.05).@*Conclusion@#Micro-lecture combined with Simbaby teaching model can help students comprehend the basic theories of neonatal disease and improve their clinical operation skills, self-learning ability and clinical thinking ability, which is worth to be promoted in neonatal clinical teaching.
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Objective@#To further improve the proficiency and accuracy of physical diagnosis of medical students.@*Methods@#On March 16th, 2018, a random questionnaire survey were conducted and Excel used to investigate and analyze the needs of junior medical students for the teaching of physical diagnosis from the perspectives of topic selection of micro-lecture, presentation, teaching hours etc..@*Results@#A total of 174 questionnaires were distributed and were all took back. In the survey, 139 students (79.89%) hoped to apply micro-lecture to the teaching of physical diagnosis, 132 students (75.86%) thought that the proper time of micro-lecture for each physical examination item should be 2-5 minutes, 150 students (86.21%) expected to learn micro-lecture of physical diagnosis via WeChat. Physical examination items selected mostly by students were on heart, chest and nervous system.@*Conclusion@#Theoretically and technologically speaking, it is feasible to make micro-lecture of physical diagnosis. Therefore, we should actively carry out the micro-lecture of physical diagnosis to meet students' learning demands and improve their operation skills of physical diagnosis.
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Objective To explore the application effects of Flipped Classroom based on micro-lecture in the teaching practice of health assessment for nursing undergraduates.Methods Nursing undergraduates in the natural class of grade 2016 in Xi'an Creation College of Yan'an University was randomly selected as the control group.A total of 55 students,with an average age of (20.22 ± 1.13) years,were enrolled in the study.Another nat-ural class was chosen as the observation group,with a total of 54 students,with an average age of (20.37 ± 1.21) years.Results At the end of the course,the students of the two groups received the course examination.The training scores of the control group were (80.13 ± 1.73) and the observation group (90.67 ± 1.53),while total score was (76.36 ± 2.05) and (84.21 ± 1.66) respectively.There were significant differ-ences in the training results and the total score between the two groups (P＜ 0.01).Comparing the results of teacher-student satisfaction test,89.09％ of the teachers were satisfied,98.15％ of the observation group while 94.55％ of the students were satisfied,and 98.15％ of the observation group.There was significant difference between the two groups (P＜0.05,P＜0.O1).The satisfaction of teachers and students in the observation group was significantly higher than that in the control group,and the questionnaire survey showed that more than 90％ of the students in the observation group were satisfied with the teaching effect.Conclusion The Flipped Classroom teaching based on micro-lecture could promote the students' mastery of the theoretical knowledge and practical skills of the health assessment course.
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With the arrival of big data era,the micro-lecture teaching as a new teaching mode arises at the right moment.The micro-lecture teaching has three characteristics of video-based,short and compact,studying and learning jointly by teachers and students,and students'self-study,and is of significant reference for the med-ical ethics teaching.The traditional medical ethics teaching faces with some challenges: the teaching contents at-tach importance to theory and despise timeliness; the teaching methods attach importance to teaching and despise application; the teaching evaluations attach importance to knowledge assessment and despise ability training.Therefore,the enlightenment of micro-lecture teaching on medical ethics teaching was manifested in three as-pects: combining theory with practice and paying attention to the timeliness of content; situational teaching and fo-cusing on the application of knowledge; taking students as the center,paying attention to the improvement of ethical decision-making ability.
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Currently,the quick development of information technology is enriching the traditional teaching.As a new form of teaching resource,a micro-lecture focused on a specific topic is a good combination of information technology and traditional teaching.It not only increases the vividness and visualization of teaching,but also boosts the learning interest of students in the course.What's more,it helps to show an integral time-consuming experiment in 5-10 minutes'micro-vedio,which broadens the contents of the course and offers convenience of self-teaching for students.In this article,we took the example of micro-lecture"Western blot"in the course of immunologic technology to post-graduates in Shanghai University of Traditional Chinese Medicine to clarify the advantages and the procedures of a typical micro-lecture,and to discuss about it.The experience achieved from the construction of this micro-lecture may offer a new idea of modern information education reform.
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Objective To explore the establishment of WeChat teaching platform and evaluate the effect of micro-lectures in obstetrics and gynecology teaching. Methods A total of 116 trainees (experi-mental group) of 2014 grade and 113 trainees of 2013 grade (control group) were enrolled in the study. The Students' ability of self-learning and collaborative innovation were measured with LASSI and CUCEI scales, and their academic performance was evaluated with using t test. Results The comparison of the four know-ledge modules showed that the differences in the results of the two knowledge modules, the ectopic pregnancy (P=0.00) and uterine fibroids (P=0.01) between the experimental group and the control group were signifi-cant. Besides, the comparison of students' literacy suggested that the differences in time management (P=0.01), selection of main points (P=0.04), innovation (P=0.00) and collaboration capability (P=0.03) between the experimental group and the control group were obviously significant. Conclusions Micro-lectures-assisted teaching can effectively improve students' academic performance, which has important practical value for improving students' self-learning ability, innovation and collaboration.
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Objective To explore the effect of micro-lecture-CPT teaching method (case,problem and team-based learning,CPT) used in pathology teaching.Methods 236 medical imaging undergraduates from Grade 2015 were selected and divided into two groups equally.The experimental group (118 people) used the micro-lecture-CPT teaching method,and the control group (118 people) used the traditional teaching method.The students in the experimental group used the interactive platform on the internet to share the resource in combination with pathological theory and experiment,including curriculum,microlecture,multimedia courseware,clinical case and the related questions before class.In class,the questions were discussed in groups based on "student centered,teacher guide".Questionnaire survey and test scores were used to collect data and analyze the differences between the two groups.SPSS 13.0 was applied to processing the data.Measurement data were expressed as mean plus or minus standard deviation,and t test was used in the comparison between groups.Results The average score of basic theoretical examination in the experimental group was lower than that of the traditional teaching group [(57.86-± 2.32) vs.(58.23 ±2.06)];While the case score and experimental score in the experimental group were significantly higher than those of the traditional teaching group [(11.27 ± 1.24) vs.(7.40 ± 0.90);(18.04 ± 0.87) vs.(14.75 ± 0.93)].And the differences were statistically significant (P＜0.05).Questionnaire survey demonstrated that the experimental group students' evaluation on the learning of micro-lecture-CPT teaching was higher than the control group's evaluation on traditional teaching in the aspects of improving students' learning interest,promoting autonomous learning and problem solving skills,cultivating clinical thinking ability and team cooperation spirit.Conclusion Micro-lecture-CPT teaching method conforms to the trend of modem teaching reform and achieves good effect in pathology teaching,so it is worth recommending and popularizing.
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Today, with the rapid development of network information technology, the micro-lecture plays a role in the teaching activities is becoming more and more important. The short and efficient teaching content of micro-lecture can be downloaded rapidly, expediently, and repeatedly, which improve the learning efficiency and independent learning capability. The clinical training of thoracic surgery elementarily remains at the scrabble stage. We require continuous reform and introduce new modes of teaching, which compatible with the development of society and the study habits of novice, to enhance the effectiveness of clinical training. In this paper, the concept, characteristic and advantage of micro-lecture was discussed, and the feasibility of application of micro-lecture in thoracic surgery teaching was also discussed. Our aim was to promote the application of micro-lecture in the clinical training of thoracic surgery reasonable and extensive. .
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Humanos , Cirujanos , Educación , Enseñanza , Educación , Neoplasias Torácicas , Cirugía General , Cirugía Torácica , Educación , Métodos , Procedimientos Quirúrgicos Torácicos , Educación , MétodosRESUMEN
[Adstract] Micro-lecture, as the main teaching form of MOOC and SPOC network teaching platform, is deeply welcomed by the majority of students. Pathology is the bridge connecting basic medicine and clin-ical medicine in medical education, which has such characteristics as many knowledge points, dispersion and obscurity, etc. Therefore, the production of micro courses is based on the knowledge points, and according to the characteristics of the knowledge points, it should also be applied reasonably according to the charac-teristics of each chapter. Adopting the teaching of self-study after class and teachers and students' discussion in class for micro courses can not only greatly improve the quality of teaching, but also develop the students' ability of independent thinking and the ability to analyze and solve problems, which transforms the teaching of pathology from pure knowledge to ability.
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Teaching competition is an effective way for college and university teachers to improve their teaching skills. Based on the teaching practice and experience in medical parasitology,this paper discusses several key issues in teaching competition including topics,teaching designs and teaching methods. It provides references for the teachers in department of parasitology of universities and colleges to improve the quality of classroom teaching.
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OBJECTIVE:To provide reference for the application of micro-lecture in pharmacology teaching. METHODS:Based on a correct view of micro-lecture and the sample of positive inotropic effect and mechanism of cardiac glycosides,mi-cro-lecture design of pharmacology was explored from aspects of design objects,contents,technical support and application mode. RESULTS:As the main carrier of micro-lecture,video took the advantages of topic prominence,resource diversity,short and pithy and easy to use;the objects were five-year undergraduate medical students of the Jiangxi Univesity of Traditional Chinese Medicane;and the key and difficult points in pharmacology courses were selected for the complete teaching of these points in a short time as much as possible;record screen-based software model was conduced for video making and the course was uploaded to Kingsoft disk sharing. CONCLUSIONS:As a new teaching mode,course design is the basis and it is essential for the smooth de-velopment. A good micro-lecture design has positive improvement effect on improving the teaching efficacy of Pharmacolgy tradi-tional class.