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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 evaluate the application effect of microlecture combined with PBL on the teaching of orthodontics.Methods:One hundred and forty undergraduates from Batch 2014 to Batch 2016 of School of Stomatology, Henan University were randomly divided into two groups, with 70 undergraduates in each group. Traditional teaching method was adopted in the control group, while microlecture combined with PBL was used in the observation group. The theoretical knowledge, clinical thinking and analysis ability, and operational skills were compared between the two groups. SPSS 18.0 was used to conduct t test and χ2 test. Results:The scores of basic knowledge [(83.67±5.73) points], case analysis [(82.64±5.54) points] and discussion and questions and answers [(81.57 ± 5.06) points] in the observation group were higher than those in the control group [(72.36±5.41) points, (70.41 ± 5.36) points, and (69.37±4.48) points, respectively], with statistically significant differences ( P < 0.05). The total excellent rate of clinical thinking and analysis ability and operational skills in the observation group were 94.29%(66/70) and 92.86%(65/70) respectively, which were higher than those in the control group [75.71%(53/70) and 74.29%(52/70)], with statistically significant differences ( P < 0.05). Conclusion:The application of microlecture combined with PBL has good effect on the teaching of orthodontics, which can improve the mastery of theoretical knowledge, clinical thinking and analysis ability and operational skills of students, and make them better apply theoretical knowledge in practical operation, thus improving comprehensive quality.
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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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Traditional thoracic surgery teaching has many problems, such as limited classroom teaching time allocation, many diseases and difficult to fully cover classroom teaching, uneven practical teaching level, and difficulty in updating "big textbooks". The Department of Thoracic Surgery of The Second Affiliated Hospital of Air Force Medical University has gradually applied microlecture to all levels of thoracic surgery teaching, such as undergraduate auxiliary classroom teaching and clinical skills training, grassroots and refresher doctor training, postgraduate education, etc., and has achieved good results of teaching effect.
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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 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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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.
Sujets)
Humains , Bioingénierie , Programme d'études , ÉtudiantsRésumé
Objective To investigate the effectiveness of Microlecture plus PowerPoint (PPT) in physiology experiment teaching.Methods The students of clinical medicine in Grade 2015 of Hubei University of Medicine were selected as the subjects.Among them,61 students in Class 1 were studied as the control group,while 59 students in Class 2 as the experimental group.The control group adopted the traditional teaching method and required students to complete the experimental report with handwriting,while the experimental group adopted teaching method of Microlecture plus PPT.In the experimental group,students watched the microlecture for preview and could also repeat watching at any time to correct the mistakes during the operation.After class,students of the experimental group were required to complete the experiment report in the form of PPT and send it to the teacher through QQ within the prescribed time.The learning outcomes were evaluated by using descriptive analysis and t test based on the class operation,final examination and questionnaire.Results Both the average score of experiment operation and the average scoreof final theory exam in the experimental group were higher than those of the control group [(95.074 ± 3.233) vs.(81.706 ± 2.901) and (92.204 ± 3.074) vs.(77.913 ± 2.611)],and the differences were of statistical significance(P＜0.05).The recovery rate of questionnaire survey was 100％ in the experimental group.Over 80％ students thought Microlecture plus PPT could help enhance autonomous learning ability,deepen the understanding of theory and increase group cooperation ability,et al.Conclusion Microlecture plus PPT teaching can improve the teaching effect of physiology experiment teaching,which is worthy of promotion.However,it is still necessary to combine other teaching methods to achieve better teaching results.
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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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Objective To investigate the effects of microlecture-based flipped classroom in the health assessment course.Methods Nursing students in 2 classes were divided into the control (n=48) and experimental groups (n=48),receiving the traditional teaching mode and microlecture-based flipped classroom teaching mode,respectively.Self-Directed Learning ability,course examination scores,and teaching satisfaction were compared between two groups.Results No significant difference of self-directed learning ability was observed between the two groups before the course(P＞0.05),while the level of selfdirected learning ability in experimental group (73.15 ± 6.20) was significantly higher than that of the control group (55.88±7.17,t=-12.629,P=0.000) at the end of the course.The course examination scores of students in the study group (78 ± 11) were significantly higher than those in the control group (69 ± 13),(t=-3.751,P=0.000).Compared with students in the control group,students in the study group acquired significantly higher self-directed learning ability and satisfaction with teaching(P=0.000).Conclusions The application of microlecture-based flipped classroom in the health assessment course dramatically promotes the self-learning ability and teaching effects of nursing students.
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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 investigate the application of microlecture in clinical practice teaching of cardiovascular internal medicine.Methods A total of 98 students who received practice teaching in Department of Cardiology,the Second Affiliated Hospital of Xi'an Jiaotong University,from January to September,2016,were randomly divided into control group and observation group.The students in the control group received traditional practice teaching,and those in the observation group received microlecture combined with the traditional practice teaching.The two groups were compared in terms of the scores of theoretical and skill examinations,and the degree of satisfaction with practice teaching was surveyed.Results The observation group had a significantly higher score of clinical skill examination than the control group (P＜0.05).The observation group had a significantly higher degree of satisfaction with the teaching methods of cardiovascular internal medicine than the control group (P＜0.05).Conclusion The introduction of microlecture into the clinical practice teaching of cardiovascular internal medicine can significantly enhance students' mastery of clinical operation skills and improve their satisfaction with practice teaching of cardiovascular internal medicine.
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Taking the design and application of microlecture on action potential of neural stem as research basis,we summarized the content,structure level and learning mode of microlecture which adapted in functional experimental teaching.Application of microlecture on the course of medical function experimental teaching,including pre-class preparation,classroom teaching and after-class review can inspire students' learning enthusiasm,improve their learning efficiency and teachers' teaching quality,so as to cultivate students' innovative thinking.
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Objective@#To investigate the application of microlecture in clinical practice teaching of cardiovascular internal medicine.@*Methods@#A total of 98 students who received practice teaching in Department of Cardiology, the Second Affiliated Hospital of Xi’an Jiaotong University, from January to September, 2016, were randomly divided into control group and observation group. The students in the control group received traditional practice teaching, and those in the observation group received microlecture combined with the traditional practice teaching. The two groups were compared in terms of the scores of theoretical and skill examinations, and the degree of satisfaction with practice teaching was surveyed.@*Results@#The observation group had a significantly higher score of clinical skill examination than the control group (P<0.05). The observation group had a significantly higher degree of satisfaction with the teaching methods of cardiovascular internal medicine than the control group (P<0.05).@*Conclusion@#The introduction of microlecture into the clinical practice teaching of cardiovascular internal medicine can significantly enhance students' mastery of clinical operation skills and improve their satisfaction with practice teaching of cardiovascular internal medicine.
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Taking the design and application of microlecture on action potential of neural stem as research basis, we summarized the content, structure level and learning mode of microlecture which adapted in functional experimental teaching. Application of microlecture on the course of medical function experimental teaching, including pre-class preparation, classroom teaching and after-class review can inspire students' learning enthusiasm, improve their learning efficiency and teachers' teaching quality, so as to cultivate students' innovative thinking.
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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 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 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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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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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. .