RESUMO
Objective:To investigate the application effect of the blended teaching model of "intelligent teaching" and "wisdom learning" in the practice teaching of integrated traditional Chinese and Western medicine in internal medicine.Methods:According to the principle of randomization, 54 interns in Class 1 of integrated traditional Chinese and Western medicine in the grade of 2019 were selected as control group and received traditional teaching, and 56 interns in Class 2 were selected as observation group and received blended teaching with "intelligent teaching" and "wisdom learning". After 6 months of internship, the two groups were compared in terms of the scores of theoretical assessment (basic theoretical knowledge and professional theoretical knowledge), clinical practice ability [Leicester Assessment Package (LAP)], and degree of satisfaction with teaching. SPSS 17.0 was used to perform the t-test and the chi-square test. Results:At the end of internship, compared with the control group, the observation group had significantly higher score of basic theoretical knowledge (41.53±3.42 vs. 38.71±3.38, P<0.05), score of professional theoretical knowledge (39.49±3.14 vs. 37.85±3.07, P<0.05), LAP score (84.32±6.65 vs. 78.46±6.17, P<0.05), and degree of satisfaction with teaching ( P<0.05). Conclusion:For interns majoring in integrated traditional Chinese and Western medicine, the blended teaching model of "intelligent teaching" and "wisdom learning" can strengthen their mastery of theoretical knowledge, enhance their clinical practice ability, and improve their degree of satisfaction with teaching.
RESUMO
Objective:To construct a "Five-in-one" blended teaching model in the course of fundamental nursing with ideological and political education as the core, integrated with online and offline, and complemented with theory and experiment, and to explore its application effect.Methods:Eight classes of nursing undergraduates in Batch 2019 were selected through convenience sampling method, and through random cluster sampling, Class 5 to 8 were divided into control group and Class 1 to 4 were divided into experimental group. The control group used the traditional teaching method, the experimental group used the "Five-in-one" mixed teaching model. After the course, the teaching effect was evaluated by the professional commitment scale, the recessive truancy scale for college students, the self-regulated learning ability scale and the examination results. SPSS 23.0 software was used for t test. Results:After teaching, the scores of professional commitment, self-adjustment in recessive truancy, autonomous learning ability and examination results of the experimental group were higher than those of the control group [(91.30±10.38) vs. (87.31±16.40), (23.30±4.50) vs. (21.23±4.51), (82.31±10.06) vs. (79.42±9.79), (72.31±10.13) vs. (70.14±9.67) and (87.93±4.60) vs. (86.50±4.67), respectively]. The scores of academic cognition, learning habit, classroom cognition and learning environment in recessive truancy of the experimental group were lower than those in control group, with statistical significance.Conclusion:The application of "Five-in-one" blended teaching model in the course of fundamental nursing can reduce students' recessive truancy and improve their professional commitment, autonomous learning ability and academic achievement.
RESUMO
Based on WeChat platform,blended teaching is designed and implemented in oral surgery practice.The undergraduate intern can get in touch with the internship early,become familiar with it early and make an internship program early.In the process of internship,they can achieve the purpose of getting more questions,more summary and more test through teaching,discussing and contesting.After the internship,they can consolidate,review,exchange and expand learning.The preliminary practice shows that the teaching stimulates the students' interest and motivation in the clinical study of oral surgery,enhances the interaction between teachers and students and the supervision of the teachers to the students,and improves the effect of the practice teaching.
RESUMO
Objective To develop an appropriate new model in current framework of 8-year curriculum .Methods Totally 457 third grade students in Peking Union Medical College were enrolled in the project of learning Medical Microbiology .Anonymous questionnaires were used to investigate the subjective feeling of students for frame -work based learning ( FBL) , performance of students during FBL presentation was evaluated using concerned tables , the distribution of different topics involved in FBL self-oriented ( ORL ) learning was also analyzed .Simultaneously , students'subjective feeling and suggestion were collected .Additionally, the effects of three different teaching/learn-ing methods underlying FBL were investigated by objective tests .With that we developed a preliminary design of teaching model in Medical Microbiology .Results Scores of anonymous evaluation of FBL ranged from ( 2.54 ± 0.74)to(3.43±0.56), and scores in the evaluation of FBL presentation ranged from (4.22±0.32) to (4.77±0.22).Percentages of topics involved in non-Medical Microbiology curriculums were respectively 21.43%, 7.14%, 38.89%, 57.14%, 33.33%and 38.89%in 6 grades from 2008 to 2013 .Conclusions In the teaching of Medical Microbiology , FBL exhibited good effects for students performance in presentation and a potential populization in the learning of other medical courses in addition to Medical Microbiology .Recent studies indicated that blended teaching model including traditional methods , peer education , ORL based on FBL may have very positive impact on students ' learning .
RESUMO
After the feasibility to reform the blended teaching model for health information management and its im-plementation were described , the reform of blended teaching model for health information management and its prob-lems were analyzed in terms of its model establishment , process implementation and effect assessment according to the target of professional training in Bengbu Medical College .