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Objective:To investigate the application effect of high-altitude field-based teaching in acute mountain sickness.Methods:The medical students of the classes 2018 and 2019 majoring in clinical medicine were selected as subjects, and they were divided into conventional teaching group and field-based teaching group, with 20 students in each group. The students in the conventional teaching group received classroom teaching alone, and those in the field-based teaching group received high-altitude field-based teaching after theoretical lectures. The two groups were compared in terms of the theoretical knowledge of acute mountain sickness, the quality score of internship, and rescue operation score of acute mountain sickness, and questionnaire feedback and post-class discussion were performed among trainees and teachers to evaluate the high-altitude field-based teaching model. SPSS 19.0 was used for statistical analysis.Results:Compared with the conventional teaching group, the field-based teaching group had significantly higher scores of the theoretical knowledge of acute mountain sickness (91.72±4.34 vs. 86.10±5.15, P<0.001), the quality score of internship (89.64±5.21 vs. 83.51±2.38, P<0.001), and the rescue operation of acute mountain sickness [94.05 (89.54, 94.87) vs. 87.01 (84.33, 90.82), P<0.001]. Conclusions:High-altitude field-based teaching can improve the teaching effect of acute mountain sickness and cultivate the interest and learning enthusiasm of students, and therefore, it holds promise for wide application.
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Objective:To investigate the application effect of the 5E teaching model combined with flipped classroom in the standardized training of emergency nurses.Methods:A total of 97 nurses who received training in Department of Emergency, The First Affiliated Hospital of Air Force Medical University, from March to August 2022 were selected as research subjects, among whom the 47 nurses who received training from March to May 2022 were enrolled as control group, and the 50 nurses who received training from June to August 2022 were enrolled as observation group. The nurses in the control group received traditional teaching, while those in the observation group received training using the 5E teaching model combined with flipped classroom. The two groups were compared in terms of theoretical and operational examination scores, clinical nursing abilities, self-directed learning abilities, and satisfaction with the teaching model. SPSS 24.0 was used to perform the independent samples t-test and the chi-square test. Results:After the standardized training, the observation group had significantly higher theoretical and operational examination scores than the control group ( P<0.05). Compared with the control group, the observation group had a significantly higher total score of the six-dimension scale of nursing performance and significantly higher scores of each dimension ( P<0.05). Compared with the control group, the observation group had a significantly higher total score of the self-rating scale of self-directed learning and significantly higher scores of the dimensions of learning awareness, learning behavior, learning strategies, and learning evaluation ( P<0.05). Compared with the control group, the observation group had a significantly higher total score of satisfaction with teaching and significantly higher scores of each dimension ( P<0.05). Conclusions:The combination of the 5E teaching model and flipped classroom is suitable for the standardized training of emergency nurses and can help to improve their clinical nursing ability and self-directed learning ability, with a relatively high degree of satisfaction with teaching.
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Objective:To explore the application and practice of "flipped classroom" in the teaching of general surgery interns.Methods:A total of 20 internship groups (3 to 5 people in each group) were randomly selected from the general surgery practice group in the Department of General Surgery of the Second Clinical Medical College of North Sichuan Medical College. They were randomly divided into the flipped group (45 people) and the traditional group (40 people), with 10 subgroups in each group. The flipped group adopted the flipped classroom teaching mode (students' self-study by handing out materials before class, students and teachers' discussion in class, and students and teachers' evaluation after class), while the control group adopted the current conventional teaching mode (students' preview before class, teachers' explanation in class, and teachers' question answering after class). At the end of the teaching, a questionnaire was used to evaluate the participation and completion of each student. The teaching effect was evaluated by medical history collection and case analysis. The participation, completion, and teaching effect between the two groups were compared and analyzed. SPSS 23.0 software was used for t-test and Chi-square test. Results:The participation of the flipped group was better than that of the traditional group [(17.45±1.83) vs. (15.57±1.52)], and the difference was statistically significant ( P < 0.05). There was no statistically significant difference between the flipped group and the traditional group. There was no significant difference in medical history collection scores between the two groups. The case analysis of the flipped group was better than that of the traditional group [(87.30±6.06) vs. (81.50±5.88), P < 0.05]. The questionnaire shows that about 90% of the students think that flipped classroom can improve their interest in learning [96% (43/45)], improve their autonomous learning ability [89% (40/45)], and have better learning effect. At the same time, 78% (35/45) of students think that learning time is too long. Conclusion:The flipped classroom teaching model can improve the teaching participation of general surgery students, improve students' interest in learning, improve their self-learning ability, and improve students' thinking ability of medical record analysis.
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Objective:To investigate the effect of flipped classroom model in the theory teaching of psychiatry for medical undergraduates.Methods:A total of 121 students from grade 2014 were randomly divided into observation group and control group. The observation group was given flipped classroom teaching and the control group was given traditional teaching. In order to evaluate the teaching effect of flipped classroom, the students in the observation group were evaluated by comparing the test scores of the two groups in class and using the self-made questionnaire. SPSS 18.0 was used to conduct t-test. Results:The results showed that the average score of the observation group was significantly higher than that of the control group ( P < 0.05). The results of teaching effect showed that there were 60 students in the observation group, among which 96.7% (58 students) believed that flipped classroom teaching was beneficial to promoting pre-class preview, improving teamwork ability, autonomous learning ability and teacher-student communication; 95.0% (57 students) thought they were satisfied with flipped classroom teaching, which was conducive to linking theory with practice; 93.3% (56 students) thought that they could arouse their interest in learning, improve their attention, and improve their ability to analyze and solve problems; 90.0% (54 students) thought flipped classroom was superior to traditional classroom and helpful to their future study; 86.7% (52 students) did not think their study burden was increased. Conclusion:The flipped classroom model can stimulate students' interest and attention, and promote the combination of independent learning and interactive learning, which has a better effect than the traditional teaching model in the theory teaching of psychiatry and is easily accepted by students. Therefore, it holds promise for application.
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Objective:To compare the effects of "Rain Classroom" teaching model and traditional teaching model in the Pharmacology teaching for MBBS international students.Methods:A total of 55 MBBS international students of the Batch 2016 were selected, and randomly divided into the "Rain Classroom" teaching group ( n = 27, experimental group) and the traditional teaching group ( n = 28, control group) according to their academic performance, age, gender, learning attitude, learning ability, and their original country. The experimental group took "Rain Classroom" assisted teaching, and control group took traditional teaching.The teachers for two groups were the same. They have been engaged in the "Pharmacology" course for international students for many years. The chapter "Antihypertensives" in textbook " Lippincott's Illustrated Reviews, Pharmacology (edited by Karen Whalen)" was selected as teaching content. The teaching effects were evaluated by the knowledge assessment (70 points) and process evaluation (30 points). A questionnaire survey was conducted at the end of the course. The results were statistically analyzed by t-test and Chi-square test using SPSS 11.5 software. Results:Compared with the traditional teaching group, the students of "Rain Classroom" group obtained a significantly higher score in exam. The average exam score of the "Rain Classroom" group was (58.6±6.8) points, while the average exam score of the traditional teaching group was (52.3±9.4) points, indicating a better mastery of knowledge for "Rain Classroom" group ( P < 0.05). The process evaluation showed that the students in the "Rain Classroom" group were more active in participation and the interaction, which was significantly higher than that in the traditional teaching group (7.4 vs. 2.8 times per students). No obvious difference was observed in students' attendance and homework scores for these two groups. According to the questionnaire survey, the "Rain Classroom" group enhanced students' interest in learning, improved the concentration in classes, and thus promoted the mastery of knowledge. Conclusion:The present study has confirmed the "Rain Classroom" teaching method is conducive to mobilizing students' enthusiasm for learning and improving teaching effect.
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This study investigates the application effect of bisection combined with flipped classroom in the teaching of the course Introduction to Hearing and Speech Rehabilitation. A total of 74 students majoring in hearing and speech rehabilitation in the classes of 2019 and 2020 were selected as research subjects, and flipped classroom was applied in the teaching of the course Introduction to Hearing and Speech Rehabilitation. A questionnaire survey was conducted to compare the difference between traditional teaching model and flipped classroom in improving the comprehensive abilities of students. Research findings show that the teaching model of bisection combined with flipped classroom can significantly improve the abilities of self-expression, creative thinking, teamwork, and interpersonal communication among students, and there was no significant difference in improving learning enthusiasm between the two teaching models.
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Objective:To investigate the application and effect of blended teaching model in clinical skill training.Methods:According to the practical teaching syllabus for undergraduate medical students in Shanghai Jiao Tong University School of Medicine and the national practical operation examination for medical practitioners, 20 basic skills of internal medicine, surgery, gynecology, pediatrics, and emergency were selected. A total of 120 junior medical students in the experimental group received the practice course of basic clinical skill operations using the online and offline blended teaching model in the academic years of 2020-2021, and 120 medical students in the control group received this course using the offline teaching model alone during the same period of time. The two groups were compared in terms of process completeness, skill proficiency, aseptic concept, communication and care, and clinical thinking, and a questionnaire survey was conducted for the students in the experimental group to investigate course design, adaptability, interest, satisfaction, and learning effect. SPSS 21.0 was used to perform the Wilcoxon rank-sum test and the chi-square test.Results:There were no significant differences between the two groups in general information such as sex and major. The experimental group had significantly better scores of the above practical abilities than the control group [88 (86,89) vs. 75 (72,77), 57 (56,58) vs. 52 (50,54), 7 (6,8) vs. 5 (4,6), 8 (7,8) vs. 5 (4,6), 9 (8,9) vs. 6(6,7), 8 (7,9) vs. 7 (6,7), P<0.001], and the questionnaire survey showed that the students in the experimental group gave a relatively high overall evaluation of the course (4.0-4.8 points). Conclusions:The blended teaching model is beneficial to the cultivation of clinical skills and practical ability in undergraduate medical students and can help to enhance their self-learning and operational abilities and improve classroom efficiency and teaching effectiveness.
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@#Objective To systematically summarize the effect of flipped classroom (FC) in physiotherapy teaching.Methods The following electronic bibliographic databases were searched from inception to June, 2021: CENTRAL, Medline, EMBASE, CINAHL plus, Academic Search Premier, Teacher Reference Center, ERIC, and Education Research. Original researches about FC for physiotherapy teaching were searched. The researches were screened, selected, extracted and assessed independently by two researchers, and, systematically reviewed.Results and Conclusion A total of 1 307 literatures were retrieved, and seven studies involving at least 770 student participants were finally included, which published mainly from 2013 to 2019. The subjects were students majored in physiotherapy, and the primary outcome index was exam results. FC teaching model generally can improve students' written test scores and enhance their high-level thinking ability. Students and teachers generally hold a positive attitude towards the FC teaching model.
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Plant biology is a basic course for students majoring in biological science. Under the guidance of developmental biology, we have constructed a comprehensive, systematic and dynamic new curriculum system for plant biology. There are still some problems existing in the current curriculum teaching mode, e.g. the students do not listen carefully to the lecture due to single classroom teaching mode, the mismatch between theoretical and experimental courses in terms of content and timing, the incomplete understanding on plants and the difficulty of integrating learning and practicing due to insufficient field practices. In view of these problems, a series of new teaching strategies for bioscience major of Harbin Institute of Technology were proposed and implemented. The combination of lectures and high quality massive open online courses (MOOC) were used for theoretical study, to which the flipped classroom was added. In addition, the theoretical study and the experiment work were combined. Moreover, the plant cognitive practices were carried out in the campus and the botanical garden in early spring, late spring and summer, respectively. Satisfactory results were achieved after two rounds of teaching practice, which fulfilled the education requirements and laid foundations for students to continue follow-up basic and professional courses.
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Humanos , Disciplinas das Ciências Biológicas , Biologia , Currículo , Aprendizagem , EstudantesRESUMO
Objective:To explore whether the introduction of the O-PIRTAS (objective, preparation, instructive vedio, review, test, activity, summary) teaching model can help in curriculum learning and improve students' medical humanities literacy.Methods:Taking 118 sophomores of clinical medicine and nursing majors from Xiamen Medical College as control group, and 122 students as experimental group and as control group, the research lasting 8 weeks was carried out around five modules. The control group adopted the traditional teaching mode, while the experimental group used the O-PIRTAS model. After teaching, by comparing the exam results and issuing questionnaires, the teaching effects of the two methods on students' caring ability, empathy, emotional intelligence and supportive communication ability were compared. SPSS 22.0 was used for t test and chi-square test. Results:The average score of the experimental group [(83.61±2.13) points] was higher than that of the control group [(78.03±2.02) points], with significant differences ( t=3.60, P<0.001). As for the statistical analysis of the questionnaire, the students in experimental group scored higher in empathy, emotional intelligence and supportive communication skills than those in control group ( t=-3.20, P=0.002; t=-3.93, P<0.001; t=-4.00, P<0.001). Conclusion:Applying O-PIRTAS flipped classroom teaching model to medical humanities English courses helps to improve students' curriculum learning and medical humanities literacy, improve the effectiveness of the classroom and better play the educational role of the curriculum.
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The "student-centered" flipped classroom teaching model can improve students' academic achievement, improve cognition, and cultivate innovation ability. However, it has obvious deficiencies in the integrity and systematization of knowledge as well as education. The traditional teaching concept based on " teacher-centered" has the unique advantages of systematization of knowledge learning and education. Therefore, we integrated the merits of these two different teaching models and introduced the semi-flipped classroom teaching model into the Biochemistry teaching of 2020 stomatology, pharmacy and preventive medicine majors in Cheeloo Medical College, Shandong University, compared with the traditional teaching of 2019 same majors. The data on the improvement of students ' academic achievement and self-cognition were analyzed. The results showed that the students' achievements of the semi-flipped classroom teaching model were better than those of the traditional teaching (P<0. 01). The students' self-cognitions were significantly improved after the implementation of semi-flipped classroom teaching (P<0. 01 or P<0. 05). This study provides a reference for the related teaching and research work in medical colleges.
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Objective:To explore the application and effect of team-based learning (TBL) combined with flipped classroom in the teaching of physiology.Methods:A total of 70 medical students were selected and randomly divided into two groups, experimental group ( n=34) and control group ( n=36). Both groups studied digestion physiology by different method. In the experimental group, the students were taught by TBL combined with flipped classroom. The control group was given traditional teaching. The students studied and discussed problems in a team, and shared the answers in the flipped classroom. The effects of teaching were evaluated by the final test scores and the self-made questionnaire. SPSS 17.0 was used for t test on data comparison between the two groups. Results:The test scores of digestion physiology in the experimental group were (5.47±1.02) points, which were significantly higher than those of the control group (4.42±1.63) points, with significant differences ( P=0.020). A total of 34 questionnaires were issued and 34 valid questionnaires were collected, with an effective rate of 100%. The questionnaire results showed that TBL combined with flipped classroom was accepted and approved by about 82% of students in the experimental group who agreed that the teaching model helps enhance students' initiative and interest in learning, develop their sense of cooperation and comprehensive application ability. Conclusion:TBL combined with flipped classroom is feasible and effective in the physiological teaching, and it can be popularized in medical courses.
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Forty two resident general practitioners (GPs) attending obstetrics and gynecology course in Beijing Hospital were divided into trial group and control group with 21 in each group. The 2-hour study content uterine fibroids was taught by the same teacher. For control group the traditional classroom teaching mode was used, while for the trial group the WeChat-based flipped classroom model was used. The teaching effectiveness was evaluated by means of paper examination, critical examination and questionnaire survey. The average scores and the clinical reasoning scores of trial were significantly higher than those of control group [(90.5±3.4) vs. (82.5±4.2) points and (94.5±1.5) vs. (84.5±2.0) points; t=4.28, P<0.05 and t=5.01, P<0.05, respectively]. Compared with the control group, the trial group presented more learning interest, higher learning efficiency and self-learning ability; and also the ability of expression and communication was improved, the ability of teamwork and the ability of analyzing and solving problems was enhanced more markedly in trial group (all P<0.05). The result indicates that WeChat-based flipped classroom teaching model can improve the learning efficiency in general practice residency training.
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Objective@#To explore the application and effect evaluation of the new teaching mode of medical nursing based on mobile teaching platform.@*Methods@#Taking 110 nursing undergraduates from 2015 grade as the control group, 105 nursing undergraduates from 2016 grade were selected as the experimental group. On the basis of the traditional classroom teaching method, the "teaching online" mobile teaching platform was designed and constructed by using WeChat. At the same time, the instructors of internal science theory were invited to join the platform to simultaneously synchronize online teachers, teachers and students, and upload teaching resources. The final examination results of the two groups were compared, and the satisfaction of nursing undergraduates with the teaching of internal medicine nursing was investigated at the end of the semester, and the difference between the new teaching mode and the traditional teaching mode was demonstrated through a comparative study. At the same time, through questionnaires, we can understand the satisfaction of teachers and students in assisting teaching on mobile teaching platforms.@*Results@#The teachers and students had a positive attitude towards the application of mobile teaching platform to assist teaching and platform functions. 6/7 of teachers and 94.3% (99/105) of students supported the promotion of this auxiliary teaching mode. All teachers and most students (92.4%, 97/105) evaluated the participation of teachers in internal medicine theory to improve the teaching effect. After the application of "teaching online" mobile teaching platform, the satisfaction of nursing undergraduates with internal medicine nursing teaching was obviously improved, the overall evaluation of teaching satisfaction in the control group and the experimental group were (4.00±0.42) and (4.83±0.42) points (t =-22.306, P<0.01). The average scores of the final exam in the experimental group (80.90±5.11) points was significantly higher than (74.86±7.37) points in the control group (t=-7.000, P<0.05).@*Conclusion@#The interdisciplinary joint teaching model based on mobile teaching platform can stimulate the students′ enthusiasm for learning and improve teaching satisfaction and learning effect.
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Objective:To explore the application and effect evaluation of the new teaching mode of medical nursing based on mobile teaching platform.Methods:Taking 110 nursing undergraduates from 2015 grade as the control group, 105 nursing undergraduates from 2016 grade were selected as the experimental group. On the basis of the traditional classroom teaching method, the "teaching online" mobile teaching platform was designed and constructed by using WeChat. At the same time, the instructors of internal science theory were invited to join the platform to simultaneously synchronize online teachers, teachers and students, and upload teaching resources. The final examination results of the two groups were compared, and the satisfaction of nursing undergraduates with the teaching of internal medicine nursing was investigated at the end of the semester, and the difference between the new teaching mode and the traditional teaching mode was demonstrated through a comparative study. At the same time, through questionnaires, we can understand the satisfaction of teachers and students in assisting teaching on mobile teaching platforms.Results:The teachers and students had a positive attitude towards the application of mobile teaching platform to assist teaching and platform functions. 6/7 of teachers and 94.3% (99/105) of students supported the promotion of this auxiliary teaching mode. All teachers and most students (92.4%, 97/105) evaluated the participation of teachers in internal medicine theory to improve the teaching effect. After the application of "teaching online" mobile teaching platform, the satisfaction of nursing undergraduates with internal medicine nursing teaching was obviously improved, the overall evaluation of teaching satisfaction in the control group and the experimental group were (4.00±0.42) and (4.83±0.42) points ( t =-22.306, P<0.01). The average scores of the final exam in the experimental group (80.90±5.11) points was significantly higher than (74.86±7.37) points in the control group ( t=-7.000, P<0.05). Conclusion:The interdisciplinary joint teaching model based on mobile teaching platform can stimulate the students ′ enthusiasm for learning and improve teaching satisfaction and learning effect.
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Objective:To explore the effects of "2+1" PAD class based on online course in medical statistics undergraduate teaching.Methods:A total of 326 clinical undergraduates who took medical statistics in the spring term of 2017 were randomly divided into experimental group ( n=186) and control group ( n=140). Students in the experimental group were taught by "2+1" teaching method, which included self-study on line, classroom teaching, discussion and so on. While students in the control group were taught traditionally. Feedbacks about the teaching progress and effects from the students in the two groups were compared. SAS 9.4 was used for quantitative data description, t-test and rank sum test. Results:according to the students, the online-based "2+1" teaching method paid more attention to interdisciplinarity than traditional method ( P<0.01), and the new teaching method was more beneficial for the improvement of students' capacity ( P=0.008) and more conducive for students to engaging in scientific research ( P=0.012). Students in the experimental group had higher overall satisfaction scores ( P<0.01) and better ability for solving comprehensive problems ( P<0.01). Conclusion:The "2+1" PAD class teaching model based on online courses has more advantages than traditional teaching methods does, which should be recommended and adopted in undergraduate teaching.
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Objective:To investigate the role and influencing factors of case design in PBL teaching.Methods:Thirty-two six-year-program undergraduates from the Department of Medicine of Peking University in batch 2014 and batch 2015 were selected as the subjects. PBL teaching was used in the practice class of experimental diagnostics. The feedback effects of four times PBL courses were analyzed by collecting questionnaires for teachers, students, and supervisors. The data obtained from the five-point questionnaire and the question-and-answer questionnaire were analyzed by one-way ANOVA and statistics respectively. Then the problems in case preparation process are discussed and the experience of case design is summarized. SPSS 13.0 was used in this study.Results:The 5-point questionnaire showed that the average score of anemia PBL course was the highest among students' self-evaluation and mutual evaluation of teachers and students (4.84 points, 4.79 points), with statistical significance compared with other courses ( P<0.05). The question-and-answer questionnaire survey showed that 93.75% of the students generally agreed with the teaching model of anemia cases; 78.13% and 59.38% of the students believed that it was difficult to set up cases of infection and coagulation, which affected the classroom effect; and 50% of the supervisors thinked that the students' level should be taken into account in case design and oral expression should be avoided. Conclusion:Case design is the key to PBL teaching. Summarizing the experience of case design can lay a good foundation for the establishment of PBL teaching database.
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Objective:To explore the application effect of disease-oriented digitalized teaching model in the undergraduate teaching of stomatology.Methods:A total of 34 undergraduate students in clinical medicine from Batch 2018 were selected as the control group 1, 24 undergraduate students in stomatology from Batch 2015 were selected as the control group 2, and 23 undergraduate students in stomatology from Batch 2018 were collected as the experimental group. The two control groups all accepted the traditional teaching mode, and the experimental group accepted the disease-oriented digitalized teaching model. Finally, the teaching effect was evaluated through questionnaire surveys and less difficult oral professional tests. The SPSS 24.0 was used to conduct t test. Results:After accepting this teaching model, students improved their understanding of the concept of "organism" and "disease" ( P<0.05), and they had a positive evaluation of this teaching model. It was found that the tests scores of the experimental group (42.17±1.21) were significantly higher than those of non-dental major students of the same Batch (24.71±1.42) ( P<0.05), with significant differences, while without significant difference between the tests scores of the senior stemmatological students (43.33±1.30) ( P>0.05). Conclusion:This teaching model enables students to establish the concept of "organism" and form a disease-oriented knowledge framework before entering the decentralized professional courses, which may further stimulates the interest of junior students in their majors, and enhances their professional awareness compared with traditional teaching model. It's also a useful exploration for teaching hospitals to conduct teaching activities of junior undergraduates outside the classroom.
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Objective To evaluate the effects of rain classroom used in the course of medical histology. Methods Totally 126 students of Grade 2017 were assigned to the rain classroom group and traditional teaching group. Traditional teaching method and rain classroom method were used in the traditional teaching group and the rain classroom group respectively. Both two groups of students evaluate the effects of rain classroom used in the course of medical histology from the questionnaire, experiment examination and theoretical examination. Results Compared with the traditional teaching group, most of the students in the rain classroom group were satisfied with the new teaching model and had statistical significance in experiment examination and theoretical examination scores (P < 0. 0 5). Conclusion Rain classroom is suitable for the experimental teaching of histology, which can train students' various abilities and develop students' lifelong learning ability.
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Objective To explore the effects of flipped classroom on the experiment teaching of emergency and critical care nursing. Methods The nursing undergraduates in grade 2014 of Shandong University of Traditional Chinese Medicine were randomly divided into the experimental group and the control group. The traditional teaching model was used in the control group, while the experimental group adopted the flipped classroom teaching model. Students in the experimental group watch micro videos for preview before class , carry out review , discussion , answering , group exercise , guidance , displaying , communication and teacher commenting in class, and undergo summarizing and evaluation after class. The theoretical and operational test scores of the two groups were compared, and the evaluation data of the experimental group students on the effect of flipped classroom teaching model were collected. Results The theoretical scores and experimental scores of students in the experimental group were higher than those in the control group respectively [(82.51 ±5.03) vs. (77.36 ±5.48) and (94.35 ±3.16) vs. (88.02 ±4.27), respectively], and the differences were statistically significant (P=0.011, 0.000). A total of 92.1％ of the students in the experimental group said they liked the teaching model, and 90.3％wanted to continue using the flipped classroom teaching mode . Conclusion The flipped classroom teaching model is highly regarded by the students , and the application of it is helpful to improve students' comprehensive performance.