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Medical microbiology is one of the compulsory courses of basic medical sciences, which lays an important theoretical foundation for the follow-up study of infectious diseases, contagions, tumors, and so on. The course of medical microbiology in our college adhered to the concept of student-centered, diversified teaching, scientific evaluation, and continuous improvement. Teaching design was a cross-link of general theories, specific chapters, clinical cases, theory and practice, and the ideological and political education throughout the curriculum. Lectures adopted the mode of offline teaching (such as flipped classroom, case analysis, and comprehensive experimental design), online assistance (such as classroom test, stage test, extracurricular homework, and questionnaire survey), and combined process evaluation. This teaching mode also reflected the deep integration of information technology and classroom teaching. With the development and construction in these years, medical microbiology has completed the renewal of curriculum resources, the construction of online question bank, the construction and design of ideological and political case bank, and process evaluation (10 points of usual score + 10 points of case study + 10 points of experimental performance + 100 points of final examination multiplied by 70%). There was no significant difference in the results of qustionnaire survey in terms of the improvement of independent learning ability, curriculum evaluation system and satisfaction feedback. Students in Batch 2019 were most satisfied with the teaching of keeping pace with the times and the guidance of positive outlook on life and values.
RESUMO
Objective:Taking medical microbiology in the pathogen biology as an example, to explore the effects of process evaluation in basic medicine teaching.Methods:Multiple methods, including classroom performance, stage test, case analysis, final examination, questionnaire survey and so on, were used in the study to systematically evaluate the teaching process. According to the students' suggestions, feedback problems and solutions were publically given to students in the form of PPT, forming a process evaluation with "evaluation-feedback-correction" loop as the core. Collected data were analyzed statistically with SPSS 16.0.Results:The students were impressed by the contents with various teaching methods and satisfied with the evaluation system. Most of them thought that their abilities had been improved in many ways during the learning process. 96.8% of the students supported the reform, and 88.6% of the students hoped to apply this system to other disciplines. The scores of case analysis, final examination and overall evaluation in the experimental group were significantly higher than those of the control group ( P<0.01). Conclusion:Both teachers and students got profit from the process evaluation based on feedback loop. The teaching quality of medical microbiology would be further improved by a constantly enhanced evaluation system.
RESUMO
0.05);12 month:81.1% in the treatment group and control group,68.4%(P