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Objective:To investigate the application effect of the teaching model of massive open online course (MOOC)+small private online course (SPOC) in the undergraduate clinical teaching of Fundamentals of Surgery.Methods:A total of 30 undergraduate medical trainees in the five-year program were randomly divided into experimental group and control group, with 15 trainees in each group. With the chapter of basic surgical procedures as an example, the trainees in the control group received traditional teaching, and those in the experimental group received MOOC+SPOC teaching. Theoretical assessment and surgery simulation were performed at one week after the course to evaluate the teaching effect. SPSS 17.0 was used for the t-test and the chi-square test. Results:The experimental group had a theoretical assessment score of (92.5±6.4) points and a basic skill operation score of (91.7±2.2) points, while the control group had a theoretical assessment score of (85.3±7.3) points and a basic skill operation score of (83.6±6.4) points. The experimental group had an excellent rate of 60% (9/15) in theoretical assessment and 66.7% (10/15) in basic skill operation test, while the control group had an excellent rate of 40% (6/15) in theoretical assessment and 33.3% (5/15) in basic skill operation test. The experimental group had significantly higher scores and grades than the control group ( P<0.05). Conclusion:MOOC+SPOC teaching can significantly enhance the understanding of theoretical knowledge and the mastery of operational skills among trainees and improve teaching effect, and therefore, it has a good application prospect.
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Objective:To explore the application effect of massive open online course (MOOC) combined with peer mutual assistance in cardiopulmonary resuscitation teaching.Methods:A total of 140 students in the same class of Batch 2015 were divided into the experimental group and the control group. In the teaching of cardiopulmonary resuscitation, the experimental group was based on the MOOC teaching platform, watched videos and topic tests before class, and used the peer mutual assistance in class. While the control group adopted traditional classroom teaching mode. The teaching effect of the two groups were evaluated by comparing the operation assessment scores and questionnaire survey of students' satisfaction with teaching. SPSS 22.0 was used for t-test and Chi-square test. Results:The operating assessment score of the experimental group was (82.20±2.31), and the operating assessment score of the control group was (75.80±1.72). The difference was statistically significant ( t=3.27, P<0.05). The questionnaire survey showed that the course satisfaction and learning motivation of the experimental group were better than those of the control group. In learning burden, the two groups had similar results ( P=0.739). Conclusion:MOOC combined with peer mutual assistance in cardiopulmonary resuscitation teaching can help students better master skills, improve students' course satisfaction and learning motivation, without increasing their learning burden.
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Objective:To evaluate the effect of the improved team-based learning (TBL) teaching method in the undergraduate probation course of ophthalmology based on the goal of cultivating excellent doctors.Methods:The undergraduates of clinical medicine were randomly divided into experimental group and control group. The control group ( n=50) was given conventional ophthalmology probation teaching, while the experimental group ( n=50) was given ophthalmology probation teaching of improved TBL teaching method. The theoretical examination performance and skill assessment results of students in the two groups were compared, and the subjective evaluation of the students on the teaching was also compared. SPSS 23.0 was used to conduct t-test and Wilcoxon's rank sum test. Results:The theoretical examination performance of experimental group (29.68±4.52) was better than that of control group (27.84±4.33), with significant differences ( P<0.05); the skill assessment results of experimental group (32.88±5.05) were also better than those of the control group (30.88±6.99), with significant differences ( P<0.05); the subjective evaluation of teaching effect in each item of experimental group was better than that of control group ( P<0.05). Conclusion:The improved TBL teaching method can not only improve students' theoretical knowledge and experimental skills, but also improve students' self-study and teamwork ability, which will provide a feasible educational reform plan for achieving the goal of cultivating excellent doctors.
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On-line and off-line blended teaching is one of the directions for future experimental teaching mode reform in universities. Blended teaching is characterized by systematic course design, repeatable knowledge nodes, autonomous learning and frequent interaction between teachers and students. The on-line and off-line blended teaching course of Biochemistry Experiments in Zhejiang University includes massive open online course (MOOC), off-line comprehensive series of experiments and independent experiments design and practice. The blended teaching practice of this course expanded experimental teaching content, developed standardized preparation, process and assessment mechanism, and promoted shared application of the course.
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Humanos , Aprendizagem , Estudantes , Currículo , BioquímicaRESUMO
Objective:To explore the practical role of massive open online course (MOOC) mode based on the cultivation of creativity and thinking ability in clinical human anatomy teaching.Methods:Two classes of clinical medicine students of Batch 2019 were selected in the study, and one class was control group ( n=73), which adopted the traditional teaching mode of face-to-face teaching; the other class was research group ( n=79) and the MOOC mode based on the cultivation of creativity and thinking ability for teaching was adopted. After the teaching, the students' creativity, thinking ability, self-learning ability and learning interest were compared, and the mastery of knowledge (theoretical scores and anatomical operation assessment) and satisfaction with teaching were compared between the two groups. SPSS 19.0 was used for t test, chi-square test and rank sum test. Results:The scores of creativity, thinking ability, self-study ability and learning interest of the research group were significantly higher than those of the control group after the teaching ( P<0.05). The scores of theoretical knowledge[(91.41±6.28) points] and anatomical operation[(87.41±7.25) points] in the research group were significantly higher than those in the control group after the teaching[(85.24±7.36) points and (80.26±6.38) points] ( P<0.05). There was significant difference in the distribution of teaching satisfaction between the two groups ( P<0.05), and the total satisfaction rate for teaching of the research group (94.94%) was higher than that of the control group (83.56%). Conclusion:The MOOC mode based on the cultivation of creativity and thinking ability in clinical human anatomy teaching can significantly improve students' creativity, thinking ability and self-learning ability, improve their learning interest and mastery of human anatomy knowledge, and improve their satisfaction with teaching.
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Objective:To analyze the online learning behaviors and learning results of students under different teaching modes with different learning motivations, and to provide a reference for optimizing the development of online teaching.Methods:Samples of students taking the physiology small private online course (SPOC) in 2019 and 2020, and students taking the massive open online courses (MOOC) in the same year were selected in the study to discuss the differences in learning behaviors of students under different teaching modes and learning effects on students with different learning motivations. The online learning behaviors of students were analyzed based on their learning engagement, interactive behavior and learning motivation. SPSS 25.0 was used to analyze the data with statistical methods such as function calculation, frequency statistics, regression analysis, rank sum test, correlation test and chi-square test.Results:The learning participation level ( z=14.36, P<0.001), and the human-machine and interpersonal learning interaction level ( z=-11.70, -16.18, both P<0.001) of SPOC learners in 2020 were higher than those in 2019. The overall interactive level was moderately correlated with performances of students ( r=0.42, 0.52, both P<0.001), and the correlation between interpersonal behavior and grades was much more stronger ( r=0.60, 0.55, both P<0.001). The performance composition of SPOC and MOOC learners in 2019 was completely different ( χ2=857.45, P<0.001). The learning effect of externally motivated students was significantly better than that of internally motivated students ( z=-28.42, P<0.001). Conclusion:The teaching mode adopted by the school can affect the learning effect by influencing the students' online learning engagement and interactive behavior. Besides, students' own learning motivation also plays a key role in their academic performance.
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Objective:To explore the application effect of massive online open course (MOOC) + case-based learning (CBL) in SPECT/CT practice teaching of nuclear medicine.Methods:Twenty-nine interns of nuclear medicine SPECT/CT in Xiaogan Hospital Affiliated to Wuhan University of Science and Technology from January 2020 to October 2020 were selected as the research group and received MOOC + CBL teaching. Taking 31 interns from January 2019 to October 2019 as the control group, and the traditional teaching method was conducted. At the end of the internship, the students' theoretical and operational skills were assessed. Their learning motivation and thinking ability were evaluated by using the study process questionnaire (SPQ) and the Chinese version of California critical thinking disposition inventory (CTDI-CV), and the two groups' satisfaction with teaching was compared. SPSS 22.0 was used for Chi-square test and t-test. Results:The results of theoretical knowledge, PET/CT case analysis and image diagnosis in the study group were higher than those in the control group ( P<0.05). The total scores of surface motivation, deep motivation and SPQ in the study group were higher than those in the control group ( P<0.05). The self-confidence scores of open mind, analytical ability, systematization ability, and critical thinking and CTDI-CV total scores of the study group were higher than those of the control group ( P<0.05). The study group was more satisfied with the teaching and the enhancement of self-study ability than the control group ( P<0.05). Conclusion:MOOC + CBL teaching for nuclear medicine SPECT/CT interns can improve their examination results, learning motivation and thinking ability, and also enhance their self-study ability.
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Blended teaching method has become an important part of the educational reform. Massive open online courses (MOOC) combined with flipped classroom in pediatrics education consists of online courses, flipped classroom and online communication. Students are promoted to engage in education actively through the online homework, tests, discussions and examinations, thus reaching the best teaching effect. This paper aims to introduce the establishment and accomplishments of this blended teaching method in Pediatrics education in Fudan University.
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There are many difficulties in digital medical teaching, including new course content, multiple key and difficult points, wide knowledge coverage, large knowledge structure span, high requirements for teachers, and few shared resources for online teaching during the epidemic. This research aims to give full play to the advantages of our team in the field of digital medicine, and promote the construction of network resources of this course and its extensive development in more universities through the exploratory and research on the course construction and teaching mode of the Digital Medicine MOOC (massive open online course). The questionnaire study found that the satisfaction score of the average satisfaction score of MOOC teaching in terms of students' pre-class preview, quick grasp of knowledge points in class and after-class review reached more than 90 points, and the score of improving students' learning initiative was (88.10±10.87) points. It can be seen that the use of MOOC teaching mode can significantly help students to preview before class, master knowledge points in class and review after class, and improve students' initiative in learning. The research suggests that the production of Digital Medicine MOOC should keep the consistency and individuality of all knowledge points under the framework of digital medical knowledge; teachers should focus on the explanation of basic knowledge points and deepen in further step integrated with frontiers of this field; it’s suggested to make a separate MOOC on frontier knowledge and application explanation, so as to cope with the outdated courseware content caused by the development and update of this subject.
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Objective:To explore the application status and development trend of massive open online course (MOOC) in the field of higher medical education in China, so as to provide the reference for future research in this field.Methods:The related literatures collected from China National Knowledge Infrastructure (CNKI), Wanfang Data service platform, VIP database and China Biology Medicine disc were searched from their inception to March 1st, 2020, and the statistical analysis was carried out on the annual volume, journal distribution, fund support, author distribution, cited frequency, literature type and high-frequency keywords by using the bibliometrics method. The extracted data was set up in Excel 2010, and descriptive statistics was made by frequency analysis.Results:The study collected 754 articles, which were included in 262 journals, mainly medical education journals. The funding rate reached 50%. Huang Ping, Zhang Xin, Li Xinhui and seven others were core authors. Basic medical curriculum application research represented by human anatomy was the most. MOOC application research focused on theoretical curriculum. The curriculum evaluation included such five aspects as terminal evaluation, formative evaluation, platform assessment, comprehensive ability and autonomous learning ability. The research focus was the mixed teaching mode based on MOOC and its application in nursing education, traditional Chinese medicine education and continuing medical education.Conclusion:In the past five years, MOOC has developed rapidly in China's higher medical education, and the core authors have formed, but there is a lack of in-depth cooperation. In the future, we should increase the applied research of experimental (training) courses, and further improve the design of experimental research and curriculum evaluation system.
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Taking "count down your weight—start from 'diet'" as an example, this article discusses the design and practice of SPOC (small private online course) mixed teaching based on MOOC (massive open online course) in general medical courses. By designing teaching methods and teaching content, and using formative evaluation methods, the SPOC mixed teaching was implemented for 201 students from Sichuan University in the spring of 2020. According to the teaching evaluation and preliminary teaching effect, students generally believed that teaching resources were relatively abundant and the communication effects were generally recognized, as well as, it could significantly improve students' interest in and effect of general medical courses.
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Objective:To explore the application of multi-modal digital massive open online courses (MOOCs) mode in the standardized residency training of obstetrics and gynecology.Methods:A total of 40 residents who entered the training program of obstetrics and gynecology from September 2018 to February 2020 were selected as the control group, and 40 residents from March 2020 to August 2020 were selected as the study group. The control group adopted the traditional teaching method, and the study group adopted the multi-modal digital MOOCs teaching method. The scores of theoretical examination and skill operation examination after the standardized training, clinical ability examination before and after the standardized training and teaching satisfaction were compared between the two groups. SPSS 22.0 was performed for t test and chi-square test. Results:After the standardized training, the scores of theoretical knowledge [(88.53±6.04) vs. (79.67±5.52)] and skill operation [(85.52±6.33) vs. (71.15±7.86)] in the study group were significantly higher than those in the control group ( P < 0.05). After the standardized training, the scores of all kinds of clinical ability of the two groups were higher than before ( P < 0.05), and the scores of all items in study group were higher ( P < 0.05). The satisfaction of all aspects of teaching in the study group was higher than that in the control group ( P < 0.05). Conclusion:The application of multi-modal digital MOOCs teaching mode in the standardized residency training of obstetrics and gynecology can strengthen the learning and mastering of theoretical knowledge, operational skills and the cultivation of clinical ability, and significantly improve the quality of teaching with high teaching satisfaction.
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Comprehensive Laboratory of Biochemistry and Molecular Biology is a compulsory open online course that integrates lab skill training and innovation ability training for undergraduates majoring in biology in Beijing Normal University. This course focuses on alkaline phosphatase, including cloning of the Escherichia coli alkaline phosphatase gene, expression and purification of the protein, research on its enzymatic characteristics, preparation of its antibody and determination the titers of the antibody, etc. The comprehensive lab course covers from the gene to the protein, so that students can learn and master commonly used biochemical and molecular biology experimental techniques systematically. Escherichia coli alkaline phosphatase is an ideal experimental research object. And there are very classic and systematic scientific research literature reports. As important auxiliary teaching means, these literature resources can help teachers and students to carry out learning inquiries, form rational and critical scientific attitudes and spirits, and also greatly improve the quality of teaching and students' scientific research quality, which plays an important role in the construction of first-class course of Comprehensive Laboratory of Biochemistry and Molecular Biology.
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Objective To investigate the general knowledge of cardiopulmonary resuscitation (CPR), the attitudes and willingness of massive open online course (MOOC) students to perform CPR. Methods A questionnaire survey was carried out among 1212 MOOC students who participated in CPR training courses in July 2017. Data were obtained through electronic self-administered questionnaire consisting of individual information, knowledge, attitudes and perceptions of CPR, willingness to perform CPR in emergency scenarios, and changes in self-confidence before and after the CPR training courses. Results Totally 1092 questionnaires were qualified with a response rate of 90.1％. 97.2％ of the respondents understood the meaning of CPR, 83.2％ were willing to disseminate the first-aid knowledge, and 55.2％ had previous CPR training. When confronted with cardiac arrest in emergency scenarios, MOOC students were more likely to perform chest compressions (CC) than CC+mouth-to-mouth ventilation (MMV) (P<0.01). The willingness to implement CC+MMV is significantly stronger for family members than strangers (P<0.01). Furthermore, the barriers of performing CC+MMV were lack of confidence (33.8％), fear of disease transmission (29.5％), and fear of harming the victim (28.4％). Self-confidence in the implementation of CPR in emergency scenarios improved a lot compared with no experience of participating in CPR training (P<0.01). Conclusions MOOC students have a positive attitude toward CPR. Lack of confidence is the strongest hindrance to attempt CPR. MOOC training on CPR enhance the general public's self-confidence in the implementation of CPR.
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Objective@#To investigate the effect of massive open online course (MOOC) combined with traditional teaching in the teaching of pediatrics.@*Methods@#A total of 153 students in batch 2014 of five-year general medicine in Chongqing Medical University were enrolled as teaching reform group, and 132 students in batch 2013 were enrolled as control group. The teaching reform group adopted the teaching method of MOOC combined with traditional teaching, while the control group adopted traditional teaching alone. The teaching quality was assessed by examination performance and questionnaire survey.@*Results@#The teaching reform group had significantly higher mean examination scores than the control group (P<0.05). The questionnaire survey showed that compared with the control group, the teaching reform group had a better teaching effect and fewer learning questions. Among the 153 students in the teaching reform group, 112(73.2%) approved the fragmented learning mode of MOOC, 79 (51.6%) believed that MOOC could enhance learning efficiency, 103 (67.3%) thought that it could guide self-study and improve learning abilities, 113(73.9%) thought they could manage learning progress by themselves through MOOC, and 99 (64.7%) held the opinion that MOOC could realize the sharing of high-quality educational resources; there were significant differences in these issues between the two groups (P<0.05). Among the 153 students in the teaching reform group, 133 (86.9%) preferred the combined teaching method of MOOC and traditional teaching and were willing to participate in MOOC again.@*Conclusion@#MOOC combined with traditional teaching in the teaching of pediatrics can improve teaching quality and is a recommended teaching method at present. It is worthy of further research and perfection.
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Objective To investigate the effect of massive open online course (MOOC) combined with traditional teaching in the teaching of pediatrics.Methods A total of 153 students in batch 2014 of five-year general medicine in Chongqing Medical University were enrolled as teaching reform group,and 132 students in batch 2013 were enrolled as control group.The teaching reform group adopted the teaching method of MOOC combined with traditional teaching,while the control group adopted traditional teaching alone.The teaching quality was assessed by examination performance and questionnaire survey.Results The teaching reform group had significantly higher mean examination scores than the control group (P＜0.05).The questionnaire survey showed that compared with the control group,the teaching reform group had a better teaching effect and fewer learning questions.Among the 153 students in the teaching reform group,112 (73.2％) approved the fragmented learning mode of MOOC,79 (51.6％) believed that MOOC could enhance learning efficiency,103 (67.3％) thought that it could guide self-study and improve learning abilities,113(73.9％) thought they could manage learning progress by themselves through MOOC,and 99 (64.7％) held the opinion that MOOC could realize the sharing of high-quality educational resources;there were significant differences in these issues between the two groups (P＜0.05).Among the 153 students in the teaching reform group,133 (86.9％) preferred the combined teaching method of MOOC and traditional teaching and were willing to participate in MOOC again.Conclusion MOOC combined with traditional teaching in the teaching of pediatrics can improve teaching quality and is a recommended teaching method at present.It is worthy of further research and perfection.
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Massive open online course (MOOC) is an emerging online course model for the public. It is large-scale, open, interactive, etc. Therefore, MOOC has been developing rapidly at home and abroad in recent years. The advanced education philosophy of MOOC has also brought many inspirations to the teaching reform mode of Radiation Medicine. Under the background of the current military reform, the building of the online teaching platform on the basis of MOOC may realize the substantive reform of Radi-ation Medicine teaching, which can improve the comprehensive quality of the teachers and students, and cultivate more excellent military medical talents.
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Objective To investigate students' experiences of learning achieved through the flipped classroom based on Massive Open Online Course(MOOC). Methods Qualitative study in which data were gathered from semi-structured and in-depth interviews conducted with 8 key students from the flipped classroom. The interviews were analyzed using Nancy′s phenomenology 7-step analysis method. Results Four themes emerged from the interviews: personalized learning, active learning, cooperative learning, and the critical role of teacher. Conclusions Overall, our research highlights the efficacy of MOOC-based flipped classroom. The implementation of the flipped classroom in this study improved personalized, active, and cooperative learning, and promoted the positive teacher-student relationship. Further research is needed to continue the investigation into maintaining students′ learning initiatives, controlling teach-learning progression,and strengthening formative evaluation.
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Continuing medical education refers to the completion of basic medical education for inservice education,which is to guarantee the sustainable development of physicians in clinical and scientific research ability,and is the essential means to safeguard and improve the level of medical treatment.Traditional continuing medical education is given priority to the form of regularly organize workshops,so it has some limitations to oral and maxillofacial surgery.MOOC teaching is a kind of large-scale open new online teaching mode.This study provides an overview of the MOOC development,characteristics and development situation in the medical teaching.The necessity and feasibility of MOOC based teaching protocol in oral and maxillofacial surgery continuing medical education has been discussed.And curriculum transformation,construction of education model and possible challenges have also been analyzed and discussed in this paper.