Résumé
By introducing the connotation of deductive teaching and analyzing the significance of early contact clinical course of "doctor-patient communication", the author reinterpreted the educational concept of deductive teaching combined with the characteristics of medical humanities, and reformed the early contact clinical course of "doctor-patient communication" by introducing deductive teaching method. Taking the early contact clinical course of "doctor-patient communication" of a medical university as an example, the teaching framework was designed to share experience from three aspects: teaching content, teaching process and teaching effect evaluation. At the same time, combined with the characteristics of the course and the needs of students, found out the problems encountered in the teaching process, and put forward constructive opinions and strategies, in order to provide theoretical and practical reference for the teaching of medical humanities course.
Résumé
Based on the limitations of certain conditions in the traditional clinical pathology teaching, this paper puts forward the "quaternity" hybrid digital teaching reform practice of clinical medicine, imaging, anatomy and pathology content. This teaching method can optimize the teaching process and improve the teaching efficiency. The specific advantages of this teaching method are as follows: the digital materials of different modules of clinical practice, imaging, anatomy and pathology are integrated to make the teaching content more perfect; it is helpful to improve the cognition of resident doctors on the pathological characteristics and the overall characteristics of the disease, and promote their thinking ability of clinicopathological integration; the combination of hybrid digital teaching and various teaching methods, including clinical pathology discussion, makes teaching more free and is conducive to classroom learning and self-learning. This paper discussed the construction and application of the "quaternity " hybrid digital teaching mode, and provided new ideas and methods for clinical pathology teaching and talent training.
Résumé
Background@#In the face of the COVID-19 pandemic and a country-wide lockdown, the University of the Philippines College of Medicine halted face-to-face teaching in exchange for online learning for its students. For the Learning Unit VI students, clinical rotations shifted to hybrid activities to continue learning activities while minimizing exposure risk. The Philippine General Hospital Department of Orthopedics introduced the following hybrid activities in its curriculum for Learning Unit VI students: 1) Online Lectures, 2) Online Departmental Conference, 3) Online Division Rounds, 4) Online SGDs, 5) Written Case, 6) Online Exams, 7) Preceptorship, Demo, Return Demo, and 8) Online OSCE. The department used a variety of platforms including synchronous sessions, asynchronous pre-recorded lectures, and face-to-face teaching, as appropriate. @*Objectives@#The study compared the faculty and student course evaluations of activities in the hybrid ORTHO 251 course. @*Methodology@#Faculty and students were asked to evaluate each activity according to the Course Evaluation By Students (CEBS), the standard questionnaire used by the college, to determine the overall rating of each activity as well as any differences between the two groups. @*Results@#The hybrid activities conducted in the ORTHO 251 course were rated as good or excellent by the faculty and students, with differences in a few activities. Consultants rated online exams as being less effectively integrated and that there was inadequate time allotment for online SGDs, written cases, and online exams. Meanwhile, students rated all activities higher in terms of stimulating self-directed learning. @*Conclusion@#With good to excellent outcomes, this study found that it has at least satisfactorily matched the learning platform to the learning component. While knowledge may be taught via asynchronous recorded lectures or reading materials, attitude and thinking processes are better formed through synchronous discussion. Skills in medical education, including Orthopedics, are still best taught via face-to-face demoreturn demo. With this information, the department can investigate the causes of these differences and improve on the identified weaknesses.
Sujets)
Orthopédie , Enseignement à distance , Enseignement médicalRésumé
Background@#In the face of the COVID-19 pandemic and a country-wide lockdown, the University of the Philippines College of Medicine halted face-to-face teaching in exchange for online learning for its students. For the Learning Unit VI students, clinical rotations shifted to hybrid activities to continue learning activities while minimizing exposure risk. The Philippine General Hospital Department of Orthopedics introduced the following hybrid activities in its curriculum for Learning Unit VI students: 1) Online Lectures, 2) Online Departmental Conference, 3) Online Division Rounds, 4) Online SGDs, 5) Written Case, 6) Online Exams, 7) Preceptorship, Demo, Return Demo, and 8) Online OSCE. The department used a variety of platforms including synchronous sessions, asynchronous pre-recorded lectures, and face-to-face teaching, as appropriate. @*Objectives@#The study compared the faculty and student course evaluations of activities in the hybrid ORTHO 251 course. @*Methodology@#Faculty and students were asked to evaluate each activity according to the Course Evaluation By Students (CEBS), the standard questionnaire used by the college, to determine the overall rating of each activity as well as any differences between the two groups. @*Results@#The hybrid activities conducted in the ORTHO 251 course were rated as good or excellent by the faculty and students, with differences in a few activities. Consultants rated online exams as being less effectively integrated and that there was inadequate time allotment for online SGDs, written cases, and online exams. Meanwhile, students rated all activities higher in terms of stimulating self-directed learning. @*Conclusion@#With good to excellent outcomes, this study found that it has at least satisfactorily matched the learning platform to the learning component. While knowledge may be taught via asynchronous recorded lectures or reading materials, attitude and thinking processes are better formed through synchronous discussion. Skills in medical education, including Orthopedics, are still best taught via face-to-face demoreturn demo. With this information, the department can investigate the causes of these differences and improve on the identified weaknesses.
Sujets)
OrthopédieRésumé
Objective To explore the effects of cases-based flipped class in the hybrid teaching for neuroanatomy. Methods A comparative study was conducted among 102 students majored in clinical medicine of 2019 grade, one was the experiment group (n = 51) and another was the control group (n = 51). The traditional teaching method was applied in control group, while the teaching during neuroanatomy based on cases-based flipped class was applied in experimental group. The teaching effects were evaluated by theory and experiment examination and investigated by the questionnaire of students' satisfaction with the new teaching mode. Results Most students supported the cases-based flipped class teaching and thought it was helpful to improve the autonomous learning ability. The satisfaction rate of experimental group on the cases-based flipped class teaching effectiveness was 98.04%. The total scores, the scores of neuroanatomy and the student number who got 81-90 and 91-100 of experiment group were significantly higher than those of control group, and the difference was statistically significant (P<0.05). Conclusion Cases-based flipped class could effectively improve the quality of neuroanatomy teaching and students' learning ability and effects for undergraduates.
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Na entrevista, o professor Vilmar Thomé considera sua trajetória acadêmica e profissional, em especial sua experiência de Pró-Reitor e de Reitor na Universidade de Santa Cruz do Sul (UNISC), para analisar as mudanças e as adaptações que ocorrem nas Universidades Comunitárias num momento em que o ensino universitário no Brasil é provocado a se reinventar. Para o professor Thomé, vivemos um momento em que os diferentes modelos de Universidade no Brasil precisam ser repensados, considerando a importância de melhorar o aproveitamento dos recursos investidos, de alcançar melhores resultados, de ter maior capacidade de atender às necessidades da sociedade. Na experiência das Universidades Comunitárias, o professor destaca três questões que se consolidaram como legado da história até então construída: transparência, descentralização e participação. Mas destaca que o momento é de adaptações, sem esquecer o legado construído, mas considerando os desafios de um tempo de crise e de transformações tecnológicas que criam novas possibilidades de organização das atividades universitárias.(AU)
In the interview, Professor Vilmar Thomé considers his academic and professional trajectory, especially his experience as Pro-Rector and Rector at the University of Santa Cruz do Sul (UNISC), to analyze the changes and adaptations that occur in Community Universities at a time in which university education in Brazil is provoked to reinvent itself. For Professor Thomé, we live in a moment in which the different models of University in Brazil need to be rethought, considering the importance of improving the use of invested resources, of achieving better results, of having a greater capacity to meet the needs of society. In the experience of Community Universities, the professor highlights three issues that have consolidated themselves as a legacy of the history built up to then: transparency, decentralization and participation. But he highlights that the moment is one of adaptations, without forgetting the legacy built, but considering the challenges of a time of crisis and technological changes that create new possibilities for organizing university activities.(AU)
Sujets)
Universités/économie , Universités/organisation et administrationRésumé
Objective@#To explore the hybrid teaching mode and effect in the area of vocational nursing "community nursing".@*Methods@#The first class of the 2015 higher vocational nursing students was taught using a hybrid teaching method (the observation group), and the second class was taught by the traditional teaching method as the control group. After the course, a self-made questionnaire was used to conduct a subjective evaluation survey of the hybrid teaching methods of the observation group students. The scores of the two groups of students were analyzed, and the teaching effects of the two groups were compared.@*Results@#Nearly 89.58% (43/48) of the observation group considered that hybrid teaching could promote their self-learning, 81.25% (39/48) of the students increased their interests in learning, 75.00% (36/48) of students had improved their comprehensive use of knowledge, 83.33% (40/48) of the students had expanded their knowledge, and 79.17% (38/48) of the students had improved their self-learning ability. 75.00% (36/48) of the students had improved their ability in analyzing and solving problems, 87.50% (42/48) of the students had improved their teamwork ability, and 79.17% (38/48)of the students thought that hybrid teaching was better than traditional teaching; There was no statistically significant difference in the scores of the memory test questions between the two groups (t value was 0.758, P>0.05); and the scores of the two groups of applied questions were significantly different (t value was 12.035, P<0.05). The total score of the examination was 80.69±3.24 in the observation group and 75.79±3.46 in the control group, the difference was statistically significant (t value was 7.163, P<0.05), and the score of the observation group was significantly higher than that of the control group.@*Conclusion@#The hybrid teaching model is suitable for higher vocational nursing majors and can improve students' comprehensive ability.
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Objective To investigate the effect of mixed application of lecture-based learning and flipped classroom and problem-based learning in microbiology teaching. Methods The five-year program students of Grade 2013 and Grade 2014 were randomly divided into two groups, and the experimental group (48 students in the teaching reform class) carried out the blended teaching, while the contrast group (48 students of parallel class) carried on the traditional teaching. After the lecture, the teaching effect of the hybrid teaching method and traditional teaching method was analyzed after the theoretical and the experi-mental operation test were adopted, and the four part questionnaire surveys including the integrated use of knowledge, active classroom atmosphere, innovation ability and teaching satisfaction were proceeded in each group. The data of each group was analyzed by t test analysis with SPSS 19.0 respectively. Results The theory test scores of experimental group was (90.16±3.14), which was higher than the control group (82.33± 4.21). The difference between them was very significant (P=0.000). Survey results showed that the integrated use of knowledge, active classroom atmosphere, innovation ability and teaching satisfaction were higher than traditional group. The difference was statistically considered significant (P<0.01). Conclusion Hybrid teaching method is very good for training and development of students' comprehensive quality and ability. It has important significance in improving the students' score.