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Basic medicine is the starting point to contact medicine for students, and also the key period for the formation of professional ethics and core qualities. While imparting basic professional knowledge, it is necessary and effective to integrate ability training and value guidance into the whole person education and carry out the fundamental task of building moral principle and cultivating students. Based on the high-quality resources of national online first-class courses, the teaching team combined the advantages of O-PIRTAS flipped classroom and TBL teaching, and explored the molecular mechanism of cell signal transduction in practice. Through introducing rich and diversified materials and cases, such as Nobel Prize research process, major research achievements of Chinese scholars, frontier progress of disciplines, mechanism of action of targeted drugs, clinical diseases, etc, students were guided to gain knowledge, exercise ability and improve quality via discussion and cooperation. Through the interactive links of online and offline, in-class and out-of-class, individual and team, listening and speaking, learning and practice, basic theory and extension and exploration, students’ abilities in autonomous learning, team cooperation, communication and expression had been significantly improved and they had a deeper understanding of scientific spirit and humanistic spirit. At the same time, students have been trained with preliminary dialectical thinking and innovation consciousness, enhanced sense of mission and national confidence, and strong professional concept of serving people’ s health. The teaching team believes that the high-quality resources and the control of exploration activities are important steps to improve the teaching effect of O-PIRTAS flipped classroom combined with TBL.
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AIM: To explore the effect of flipped classroom combined with team-based learning(TBL)in ophthalmology practice teaching by applying directly observed procedural skills(DOPS). METHODS: A total of 54 students of clinical medicine “5+3” integration and clinical medicine for five years, interned at the department of ophthalmology from June 15th to November 14th, 2021 were divided into traditional teaching group(group A)and flipped classroom combined with TBL group(group B). The teaching effects of slit lamp microscopy and direct ophthalmoscopy in group A and group B were compared by DOPS score, and Mann-Whitney U test was used for statistical analysis.RESULTS: Total DOPS score for slit-lamp microscopy in group A was 59(58.00, 60.00)points,which was significantly lower than that of group B 63(61.00,65.00)points(P<0.001). The DOPS score for direct ophthalmoscopy in group A was 63(61.00, 63.75)points, which was significantly lower than that of group B, 66(63.75,66.25)points(P<0.001). In the two operations and especially in the aspects of “understanding of complications,relevant anatomical structure and proficiency in operation”“preparatory work” and “technical ability of operation”, the scores of group B was significantly higher than those of group A(P<0.05).CONCLUSION: Flipped classroom combined with TBL has significant advantages in clinical practice teaching for interns in ophthalmology, which is worthy of promotion and application compared with traditional teaching.
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Objective To evaluate the effect of TBL (team-based learning) method in pharmacology teaching for the foreign students of clinical medicine. Methods In the course of pharmacology teaching of the foreign students of clinical medicine, TBL method was performed in the 2012-year students and tradi-tional teaching method was performed in the 2011-year students. After the teaching, students' grades in the ordinary performance, their final exam scores and their evaluation of the two teaching methods were com-pared. Graph pad 5 was used to analyze the data and the t test was performed. Results The average ordi-nary performance of the students with TBL was significantly higher than that with the traditional teaching [(84.94 ±12.66) vs. (72.30 ±4.90), P=0.000] and the final examination scores were significantly im-proved [(74.00±6.76) vs. (69.00±6.20), P=0.023]. The survey showed students were more satisfied with the TBL teaching mode than traditional teaching mode [(8.40±0.71) vs. (7.12±1.07), P=0.000]. Conclusion TBL teach-ing mode can effectively improve the pharmacology teaching effect of foreign students.