RESUMEN
In order to fulfill the new requirement of educational and teaching reform in the new era, the Teaching and Research Section of Parasitology in Guangxi Medical University have constructed online courses of Parasites Invasion— Human Parasitology on the platform of Xueyin Online, providing resources in professional learning and general education. In the construction concept, we recombine teaching content to give consideration to both scientificity and interest. In terms of the curriculum content, the curriculum includes micro lecture, PPT, in-lass quiz, case analysis and other diversified teaching resources. In the curriculum management, teachers interact with students in real time with the help of various functions of the platform to fully play the role of supervision. In the assessment, teachers pay attention to students' learning process and carry out comprehensive evaluation. Since the online course was put into operation, good teaching effects has been achieved.
RESUMEN
Los cursos en línea masivos y abiertos han surgido como una estrategia pedagógica con un crecimiento exponencial en la última década. Han sido catalogados como la próxima evolución del aprendizaje a través de las redes, con la capacidad de romper las barreras hacia la formación académica y de promover habilidades, tanto teóricas como prácticas, en todas las áreas del conocimiento. El objetivo de este estudio consiste en exponer evidencia respecto a la utilidad de los cursos en línea en el desarrollo integral del estudiante y profesional de la salud. Se realizó una búsqueda no sistemática de la literatura, sin límite de fecha y hasta octubre del año 2020; se utilizaron términos como health personnel, health occupations students, distance education y massive open online courses, además de sinónimos combinados con los operadores AND y OR, en las bases PubMed, Science Direct y EBSCO. Los cursos en línea masivos y abiertos enfocados en el área de la salud, pueden ser una estrategia fuerte y efectiva para estimular un cambio educativo a nivel global, con el fin de mitigar las necesidades que actualmente azotan al mundo; además, la educación es la herramienta primordial para garantizar el crecimiento social, por lo tanto, si se refuerza el acceso al conocimiento para las poblaciones más vulnerables y grupos de cualquier edad, se puede esperar que el autocuidado y los estilos de vida saludable se conviertan en la prioridad de cada ser humano, y contribuyan a disminuir tasas de morbilidad, mortalidad y costos en salud(AU)
Massive open online courses have become an exponentially growing pedagogical strategy in the last decade. They have been categorized as the next evolution of network learning, with the capacity of breaking the barriers toward academic training, fostering theoretical and practical skills in all areas of knowledge. The purpose of this study is to present evidence of the usefulness of online courses for the comprehensive development of medical students and health professionals. A non-systematic search was conducted of the literature on the topic published in the databases PubMed, Science Direct and EBSCO on any date until October 2020, using search terms such as health personnel, health occupations students, distance education and massive open online courses, as well as their synonyms, combined with the operators AND and OR. Massive open online courses on health topics may be a strong, effective strategy to encourage a massive worldwide educational change aimed at mitigating the needs currently posed to the world. Education being the main tool to achieve social growth, if access to knowledge is reinforced among the most vulnerable populations of all age groups, it may be expected that self-care and healthy lifestyles will become a priority for all human beings, thus contributing to improve morbidity and mortality rates and reduce health care costs(AU)
Asunto(s)
Humanos , Masculino , Femenino , Personal de Salud , Educación a Distancia/métodos , Educación Continua , Cursos de Capacitación , Capacitación de Recursos Humanos en SaludRESUMEN
Objective:To explore the distinctions between different educational levels: stability of learning state, views on and demand for online courses, and further investigate the influencing factors.Methods:A self-designed questionnaire with good reliability and validity was conducted, and all the students in a military medical university were selected by cluster sampling method, and the data were collected by issuing a network questionnaire. SPSS 26.0 was used for data processing.Results:Undergraduates were different from graduates and doctoral students in stability of learning state, the period of home study: doctoral students (2.41±1.30) h < graduates (2.10±1.17) h and undergraduates (2.15±0.99) h; the frequency of using online courses: undergraduates (4.18±1.10) times > graduates (3.29±1.16) times and doctoral students (3.29±0.98) times. In terms of views on online courses, necessity: undergraduates (4.14± 1.01) > graduates (3.93±1.05) and doctoral students (3.78±1.03); familiarity: undergraduates (3.42 ± 0.91) > graduates (3.27±0.97); adaptability: undergraduates (3.79±0.91) > graduates (3.58±0.94) and doctoral students (3.63±0.97); likability: undergraduates (3.36±1.04) > undergraduates (3.25±0.96) and doctoral students (3.17 ± 1.01); teaching effect: undergraduates (2.80±1.04) > graduates (2.67±1.01) and doctoral students (2.61±1.03). In terms of demand for online courses, ideal number: undergraduates (2.52±1.27) > graduates (2.11±1.21) and doctoral students (2.01±1.25); class style: undergraduates (1.77±0.94) > graduates (2.00±0.92) and doctoral students (2.04±1.83). There were statistically significant differences between undergraduates and postgraduates in all dimensions ( P<0.01 or P<0.05). Conclusion:Undergraduates may be more susceptible to academic environment than graduates and doctoral students, showing that the learning stability of undergraduates is the relatively the worst. Undergraduates most recognize online courses, and different educational levels have different demands for online courses.
RESUMEN
Objective:To establish a suitable quality evaluation index system of open online courses in military continuing education.Methods:A primary index system program was established through literature review and small expert meeting. Delphi method was used to conduct a letter consultation among 50 experts, and the index system was revised according to the experts' advice and they consulted again until a broad agreement was reached.Results:After two rounds of letter consultation, the recognition rate of 43 experts on the naming and connotation of the indexes reached more than 95%, and their opinions basically reached a consensus. The variation coefficients of the index weights were distributed between 0.00 and 0.10, with a high degree of concentration. A quality evaluation index system of open online courses in military continuing education has been established, including 4 first-level indexes: curriculum design, curriculum production, online operation and curriculum effect, 10 second-level indexes, and 25 third-level indexes.Conclusion:The quality evaluation index system could provide a basis for evaluating online course quality scientifically and offer better educational resources and teaching services.
RESUMEN
Introducción: el curso mínimo de psicología médica tiene como propósito introducir y sensibilizar a los estudiantes en temas psicológicos básicos relevantes para la comprensión y desarrollo del ejercicio de la medicina. Entre las últimas evaluaciones de estudiantes de la Pontificia Universidad Católica, destacan comentarios negativos sobre las extensas jornadas de clases y la poca flexibilidad en la entrega de material de estudio. Métodos: se propuso implementar una metodología de clases b-learning, permi-tiendo al estudiante auto gestionar su tiempo y recibir los contenidos a distancia. Se evaluó posteriormente la aceptación de la nueva metodología a través de encuestas de satisfacción y se evaluó comparativamente el efecto de metodología en las calificaciones del alumnado. Resultados: se obtuvo resultados favorables con un promedio global al curso de 6,23 ± 0,67 para el año 2016 y 6,38 ± 0,49 para el 2017, y específicamente para la metodología b-learning de 6,03 ± 0,97 para el 2016, y para el 2017 6,41 ± 0,63. Conclusión: Se concluye que la modalidad de b-learning es una metodología de aprendizaje valorada positivamente por los alumnos con repercusión favorable en sus resultados académicos.
Introduction: the minimum course of Medical Psychology aims to introduce and to make students aware of psychological issues relevant to the understanding and development of the medical practice. Between the last evaluations made by students before 2016, negative comments about the extensive class schedules stand out. Methods: It was proposed to implement a b-learning class methodology, allowing the student to self-manage their time and receive the contents remotely. We evaluated the acceptance of the new methodo-logy through satisfaction surveys, and we evaluated the effect of this methodology on the student's qualifications. Results: favorable results were obtained with a global average to the course of 6.23 ± 0.67 for the year 2016 and 6.38 ± 0.49 for 2017, and specifically for the b-learning methodology, 6.03 ± 0.97 for 2016 and 6.41 ± 0.63 for 2017. Conclusion: We conclude that the b-learning modality is a learning methodology valued positively by the students with a positive increase in their academic results
Asunto(s)
Humanos , Educación a Distancia , Educación Médica , Administración del TiempoRESUMEN
Background: Medical Council of India emphasises the training on bioethics for medical graduates and included the same in medical curriculum reforms. However, the universal implementation of structured training in bioethics remains elusive due to many challenges. Hence the study was planned to describe the perception about the bioethics training needs among trainee interns and junior residents training at tertiary medical teaching hospitals across Tamil Nadu.Methods: A web-based cross-sectional survey was conducted during September-December 2019.Google forms survey was designed, and link was disseminated using affinity groups and snowballing techniques through social media among current medical interns and junior resident doctors working at tertiary care teaching hospital settings across Tamil Nadu. Data was analyzed using MS Excel auto generated through google forms and descriptive statistics were performed.Results: Among 136 respondents of online survey from across 25 medical colleges in Tamil Nadu, 73 (57.5%) were females, 57 (42.2%) had training on bioethics and 31 (54.4%) during internship period. During these trainings, experts in bioethics scholarship conducted training for only 34% of participants. Self-reported inadequate levels of awareness on bioethics was seen in 20.6% subjects and 17.8% subjects professed awareness on Indian Council of Medical Research clinical research ethics guidelines. Combination of curriculum and self-directed learning was the favoured teaching-learning method.Conclusions: This study reveals major gaps in knowledge and attitudes of young medical professionals towards bioethics training and can be addressed through testing novel methods of training.
RESUMEN
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.
RESUMEN
MOOCs (massive open online courses) is a new curriculum model and teaching form emerging in recent years in the field of education. The characteristics and advantages of MOOCs can make up for the deficiencies in the traditional teaching of pediatric otolaryngology & head and neck surgery, and improve the quality of the course of Otolaryngology-Head and neck surgery in children. In the implementa-tion, the course teaching is divided into four modules, "theoretical teaching module" "case discussion and interaction module" "after-school question answering and feedback module" and "clinical practice module"respectively. These modules are closely linked and connected, which can help enhance interacting with students, feedback teaching effect timely, and then improve the teaching quality and students' self-learning ability, thus make it possible to better cultivate pediatric clinical specialists.
RESUMEN
O artigo apresenta a abordagem de Reuven Feuerstein e a técnica da Experiência da Aprendizagem Mediada (EAM) relacionando sua aplicação na Educação a Distância (EAD). A revisão bibliográfica foi realizada nas obras de Bertelli (2002), Da Roz (2004), Gomes (2002), Fonseca (2000), Meier & Garcia (2007), entre outros estudiosos da teoria de Feuerstein. Comporta o relato da experiência levada a efeito no decorrer da disciplina Mediação e Avaliação na EAD, no Curso de Aperfeiçoamento em EAD no âmbito da UAB/UFMG, em 2012, com a produção de material didático e formação de tutores. Busca apresentar a EAM e suas implicações para as práticas educacionais do tutor na EAD. Conclui-se que a utilização dos critérios de mediação com os alunos de cursos online, voltada para o êxito na assimilação de conteúdos e para a formação de valores socioculturais, tende a colaborar para uma aprendizagem que atende às demandas atuais por sujeitos que sejam capazes de aprender autonomamente em um mundo com intenso fluxo de informação possibilitado pelas tecnologias.
The article presents the Reuven Feuerstein approach and the Mediated Learning Experience (MLE) technique relating its application in Distance Education (DE). A bibliographic review was carried out in the works of Bertelli, (2002), Da Roz (2004), Gomes (2002), Fonseca (2000), Meier and Garcia (2007) among other scholars of Feuerstein's theory. It includes the report of the experience carried out during the course of Mediation and Evaluation in the DE, in the Course of Improvement in DE in the ambit of UAB / UFMG, in 2012, with the production of didactic material and training of tutors. It seeks to present the Mediated Learning Experience (MLE) and its implications for the tutor's educational practices in DE. It is concluded that the use of the criteria of mediation with students of online courses, focused on the success in the assimilation of contents and the formation of socio-cultural values, tends to collaborate to a learning that meets the current demands by subjects who are able to learn autonomously in a world with intense flow of information enabled by technologies.
RESUMEN
Medical English is an important direction of college academic English teaching.This paper taking medical English as an example attempts to explore a new form of MOOC (massive open online courses) based on WeChat platform.With the help of the developer mode provided by the WeChat platform,various interaction and customization are achieved by programming.This kind of course is called WeChat-MOOC.It is introduced into the traditional class combining with the various students' activities,which makes the online and offline,mixed-class mode come true.
RESUMEN
MOOC (massive open online courses) is a hot spot of research and practice in the field of education in recent years. Based on the concept, origin and characteristics of MOOC, and the situation of the construction of MOOC in China, this study applies MOOC to teaching reform in accordance with the current situation of residency standardized training. It introduces the teaching process of curriculum design, online learning, offline teaching and supplementation, and full assessment and evaluation. Besides, it also analyzes the advantages and limitations of the application of the curriculum for the course and puts forward some suggestions for improvement in order to provide a reference for further deepening the reform of the teaching of resident physicians.
RESUMEN
Massive open online courses (MOOCs) , which has caused a large scale of medical edu-cation in recent years, has led to an exploration boom in medical education. By the end of November 2014, on four large domestic and foreign MOOCs platform, a total of 178 medical related MOOCs were found, accounting for 12.2% of the total number of courses, among which public health MOOCs accounted for 44.9%. In terms of medical education, MOOCs are not only a powerful supplement of existing medical ed-ucation and can assist dissemination of medical knowledge, they can also promote pedagogy innovation and improve teaching quality to a certain extent. Moreover, the huge amounts of data collected by MOOCs can also be used to develop research of students' learning behavior. In addition, by recruiting study objects, the researchers have begun to use MOOCs supporting scientific research. As a novel educational development, MOOCs face many challenges while they bring opportuni-ties for medical education. However, active prac-tice and exploration will bring more powerful vitality for its development in the medical field.
RESUMEN
Small scale restricted online course (SPOCs)+flipped classroomteaching is expected to become an important complement to the traditional teaching of dermatology. In this teaching mode, first of all knowledge nodes are divided separately according to the syllabus and for each node, 7 to 10 minutes of micro video or micro-lecture is made, which enables students to make best use of fragmented time through the network to master relevant knowledge independently before the trainee. In the flipped classroom, based on the difficulties and misunderstandings of learning reflected from the network monitor data, teacher can make full use of time on demonstrating typical cases, organizing discussion, grouping students to take diag-nostic and therapeutic exercise, answering targeted questions, teaching clinical thinking, experience and doctor-patient communication skills. Through this teaching mode, the new teaching idea can be imple-mented that students are in dominant position while teachers are in leading position, which contributes to deepening the understanding , absorption and application of knowledge and improving students' ability of communication, cooperation, diagnosis and treatment.
RESUMEN
The application of MOOCs (massive open online courses) in internal medicine education is feasible with the construction of MOOCs in internal medicine, internet and mobile terminal availability, and the improvement of college student quality. We reviewed the progress of MOOCs in the medical teach-ing. The chapter of coronary heart disease was exemplified to illustrate how to apply MOOCs in internal medicine teaching. The MOOCs was carried out with the following steps: the share of MOOCs courses, self-guided learning, online question and answer section, in-class teaching and exams post MOOCs, which achieved good teaching effect, enhanced students' subjectivity, and promoted the sharing of high-quality medi-cal teaching resources. At the same time, in view of the limited nature of MOOCs in internal medicine, we need to overcome it in the development of teaching practice.
RESUMEN
To meet the new requirements of modern information education, and to achieve the goal of developing a new type of nursing talents with good judgment thinking ability and post compe-tency, Chongqing Medical University explored the construction and application of nursing courses in obstetrics and Gynecology. By means of MOOC network platform, we provided students with rich teach-ing resources, so that students could complete their own learning, interactive discussion, examination questions and feedback, to provide the basis for teachers designing the teaching of flipped classroom. We also used the MOOC class to implement the mixed teaching, and gradually develop students' au-tonomous learning ability.
RESUMEN
Objective To investigate the demands and problems of the sharing and construc-tion of teaching resources in medical universities. Method A self-designed questionnaire named The questionnaire of the present situation and demand of teaching resources sharing platforms in medical universities in China was used to conducted in all the attainders during a national teaching resources meeting, and SPSS 17.0 was used to analyze the data. Results Among 125 valid questionnaires, 117 people (93.6%) think it's necessary to establish the resources sharing platform, what's more 108 people (86.4%) believe that education resources sharing platform is very helpful for teaching, and multimedia materials, online courses, course wares, teaching cases, website of subject resources and other educa-tion resources should be widely shared. Our investigation has involved 48 medical universities from all over the country, in which 33 medical universities have teaching resources sharing platform. However, 20 (60.6%) of the universities have still not updated the content on time. There are 10 main factors which influence the using of the education resource sharing platform, in which 105 (84%) of them have con-sidered the factor as backward concepts, 91 (72.8%) think that there exist problems in resource con-struction mechanism, 76 (60.8%) think to be the standardized and universal problems. Conclusion It is necessary to build the education resource sharing platform. In all, we should change the traditional education concept and consciousness, strengthen mechanism of management, and exploit high quality education resource to improve the sharing level of education resource in medical universities.
RESUMEN
Se evaluaron cinco cursos virtuales impartidos en el quinquenio 2007-2011 fundamentalmente en la temática de las conductas adictivas a través de la Universidad Virtual de Salud. Se realizó una investigación descriptiva transversal. Los resultados más sobresalientes son que de la matrícula total, el 67,34 por ciento participó en los cursos y de ellos el 72,72 por ciento obtuvo la máxima calificación; un 80 por ciento consideró que se cumplieron todas sus expectativas con el curso y un 20 por ciento planteó que algunas. El curso influyó en la vida profesional de los alumnos porque aumentó el nivel de conocimientos (90 por ciento); los parámetros que obtuvieron los mayores porcentajes de aprobación por los alumnos fueron: actualidad de materiales y temas, formas de enseñanza, enfoques de los problemas de salud, ordenamiento de los módulos y utilidad de los contenidos que ofrece. Se concluye que los cursos virtuales representan una efectiva forma de aprendizaje de alcance universal por lo que debe incrementarse la alfabetización informacional, así como la duración de los módulos que los conforman
Five online courses, mainly focused on addictive behaviors, were offered by the Virtual University of Health in the 2007-2011 five-year period. To this end, a cross-sectional descriptive research study was conducted. The most remarkable outcomes were as follows: 67.34 percent of the total registered number participated in these courses; 72.72 percent of them had the highest marks; 80 percent stated that all their expectations had been met whereas 20 percent said that just some of them had. This type of course had an impact on the professional life of the students since their level of knowledge raised (90 percent); those parameters with the highest acceptance percentages were the use of updated materials and topics, the teaching styles, the approaches to health problems, the module arrangement and the usefulness of the provided contents. It was concluded that the online courses are an effective method of learning of universal scope; therefore, the number of informational literacy courses should be increased as well as the length of their modules
Asunto(s)
Educación Médica/métodos , Educación Médica , Alfabetización InformacionalRESUMEN
Using “glaucoma” as an experimental curriculum,we focused on the teaching reform of the combination of online courses and classroom teaching.The important change was PBL ( problem based learning ). We wanted to change the traditional teacher-centered teaching model and help the students to change from passive learning to active learning. On the other hand we wanted to enhance the classroom learning effect by using the “problem” “discussion” “interactive” teaching ways.We used this teaching model in the large class courses for eight-year implementation of 2007 undergraduate.The evaluation of feedback was very satisfactory.