Application of the Biochemistry Hybrid Teaching Mode Based on BOPPPS / 中国生物化学与分子生物学报

In the internet era, massive online open course (MOOC) provides a new research idea and direction for educational reform. The course of biochemistry has the characteristics of many miscellaneous knowledge points, and emphasis on theoretical studies. To overcome students' low interest in learning, the author designed an online and offline hybrid teaching mode based on the BOPPPS teaching method, and carried out the practice in the biochemistry classroom. The situational cases in BOPPPS stimulated the students' interest in learning, and the progressive classroom exercises expanded their horizon. The results show that compared with the students who have experienced blended learning, the depth of knowledge understanding of the experimental group is significantly better than that of the control group, and there is also a significant difference in learning effect (P<0.05). The average score of the experimental group (81. 13) was about 5 points higher than that of the control group (76. 21). The results of the questionnaire survey show that compared with the traditional teaching mode, students are more willing to accept the new teaching mode, and are willing to support the continuation of the teaching mode in the future semesters. Students believe that they can learn more from the new teaching mode than the traditional teaching mode. Moreover, the new teaching mode also promotes teamwork ability, improves students' interest in learning, and students are willing to spend a longer time preparing for the class independently before class. In sum, this method stimulates students' initiative in learning and promotes students to learn better.

The Effectiveness of Medical Communication Skill of Medical Students, through an Emphasis on Role Play / 고신대학교의과대학학술지

OBJECTIVES: Medical doctors require outstanding communication skills when meeting with their patients. Thus medical student need to education and training about medical communication skill. More attention is being given to the subject but not many studies have been done in the medical education field. As communication skills are provided to students as a subject in medical educational curriculum, the assessment of its effectiveness needs to be undertaken. METHODS: In the year 2010 and 2011, first-year medical students at The Kosin University College of Medicine took 'Communication skills' course in total, 154 first-year medical students survey results was the modified and translated version of 'Beyer-Fetzer's Essential Elements of Communication Skills Assessment Sheet'. The assessment sheets were used as the pre-test and post-test to analyse the differences, which were put through the paired t-test. RESULTS: All categories of communication skills showed an improvement. For year 2010, a statistically significant difference was shown into the 22 questions, whereas in 2011, improvements were shown in all questions. CONCLUSIONS: From the result, it is clear that in order to create an effective communication skills program, the content should be more structured and focused on the program objectives.

The Effectiveness of Communication Skills of Pre-medical Students / 한국의학교육

PURPOSE: Communication skills are essential skills which medical students need to acquire in order to become a doctor. More attention is being given to the subject but not many studies have been done in the medical education field. As communication skills are provided to students as a subject in medical educational curriculum, the assessment of its effectiveness needs to be undertaken. METHODS: In the year 2005 and 2006, second year pre-medical students at The Catholic University College of Medicine took 'Communication Skills' course in total, 180 second year pre-medical students' survey results were used in the evaluation of the study question. The instrument used in the study was the modified and translated version of 'Beyer-Fetzer's Essential Elements of Communication Skills Assessment Sheet.' The assessment sheets were used as the pre-test and post-test to analyse the differences, which were put through the paired t-test. RESULTS: All categories of communication skills showed an improvement. For year 2005, meaningful differences were shown in 'opening the discussion (p=.005)' and 'sharing information (p=.008)', whereas in 2006, improvements were shown in all areas. CONCLUSION: From the result, it is clear that in order to create an effective communication skills program, the content should be more structured and focused on the program objectives.