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This study summarizes the construction background, rules and regulations and institutional settings of the MOOC and Micro-course Club in the Second Hospital of Jilin University, discusses the means of teacher training for clinical teachers, and shows the application effect of the club. At the same time, the related problems encountered in the process of club construction are summarized and reflected. The construction of MOOC and micro-course clubs is conducive to improving the information-based teaching level of clinical teachers, and also provides new inspiration and ideas for the construction of medical clubs.
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Taking the micro-course The Connection Between Vertebrae as an example, this paper discusses the teaching design, production process and practical application of the anatomy micro-course, analyzes the existing problems and puts forward corresponding suggestions. The micro-course design integrates knowledge points with ideological and political elements, and applies a variety of teaching methods to make the teaching content interesting, enlightening and applicable. In the production process, using anatomical specimens, models and 3D software demonstration structure can make abstract knowledge intuitive and perceptual. Moreover, the artistry of micro-course is increased appropriately, and the misunderstanding of emphasizing appearance and neglecting design is avoided. The application of micro-course integrates the micro-course and online education platform to realize the intelligent education of information teaching. In addition, college teachers should improve the awareness of micro-course production and carry out systematic construction and application of micro-course resources.
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Objective:To combine micro-course and flipped classroom, integrate the application of online WeChat group and teaching video, build a new teaching framework, and seek the application of flipped classroom based on "micro-course" in clinical skills training of general anesthesia and tracheal intubation for medical students.Methods:A total of 82 clinical medicine intern students of Batch 2015 and 2016 from Nnajing Drum Tower Hospital were selected as the research subjects to complete the internship (for two weeks). The teaching reform group (44 people) adopted the flipped classroom based on "micro-course"; the traditional group (38 people) adopted traditional teaching. Organized by the undergraduate teaching and research department, the number of tracheal intubation cases and the number of excellent scores were recorded during the two-week internship in anesthesia. After the rotation, a questionnaire survey was conducted to evaluate the mastery of endotracheal intubation operation and satisfaction with the teaching and training arranged by the department. SPSS 23.0 was used to conduct t test and non-parametric test. Results:The number of outstanding cases of tracheal intubation in the teaching reform group was higher than that in the traditional group, and the number of outstanding cases of tracheal intubation in girls was higher than that in boys, and the difference was statistically significant ( P<0.05). The self-assessed scores of the students' mastery of tracheal intubation and the satisfaction with clinical practice training in the teaching reform group were higher than those in the traditional group, and the difference was statistically significant ( P<0.05). Conclusion:Compared with traditional teaching, the flipped classroom based on "micro-course" has more advantages in the clinical skills training of medical tracheal intubation.
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Objective:To study the effect of micro-course teaching combined with teacher standardized patient combined with objective structured clinical examination (TSP/OSCE) on clinical practice teaching of pediatric nursing.Methods:Forty nurses who performed clinical practice in Pediatrics Department from February 2019 to July 2019 were selected as the control group, and traditional teaching was adopted in the group. In addition, 42 nurses who performed clinical practice in Pediatrics Department from August 2019 to January 2020 were selected as the research group, and the micro-course teaching combined with TSP/OSCE mode teaching was adopted in the group. Two groups of nurses' theoretical and practical skills assessment results were analyzed, and a questionnaire survey was conducted to assess nurses' satisfaction with the teaching of pediatric nursing clinical practice training mode. SPSS 22.0 was used for t test and chi-square test. Results:The research group nurses' theoretical and practical skills assessment scores were better than those of the control group, and the difference was statistically significant ( P=0.000).The nurses in the research group were more satisfied than those in the control group with such eight aspects as improving practical skills, emergency response capabilities, humanistic care and service capabilities, communication skills, and stimulating their interest in nursing learning. There were statistically significant differences ( P<0.05). Conclusion:The use of micro-teaching combined with TSP/OSCE mode in the clinical practice teaching of pediatric nursing can improve nurses' clinical practice ability and increase nurses' satisfaction in pediatric training.
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Objective To explore a method of applying Micro-course in medical imaging teaching reform and to evaluate its effect. Methods The Micro-course platform was constructed by means of network and digital information technology, and micro-courses were made and uploaded. Two large classes of five-year clinical medical students attending medical imaging courses were randomly selected as control group (n=84) and experimental group (n=86). At the end of the course, the academic and practical skills of the two groups of students were compared, and the teaching situation was investigated by scores of electronic questionnaires to evaluate the effect of the method. Results The application of Micro-course platform was successful. The scores for theoretical and practical examination of the experimental group were higher than those of the control group, and the difference was statistically significant (P<0.05). 163 valid questionnaires were retrieved. Compared to the control group, the experimental Micro-course had a higher total score in the 7 positive items, and the difference was statistically significant (P<0.05). Conclusion Micro-course has a positive effect on the teaching reform of medical imaging.
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Objective@#To explore the new ideas and methods for training nurses, and improve the training effect of specialist nurses through the Internet + micro-course platform training model.@*Methods@#Sixty-four nurses who participated in the training of specialist nurses in Department of Cardiology for 2017-2018 years were divided into two groups with 32 cases each according to the year. The control group received the traditional training mode, the experimental group applied the Internet + micro curriculum platform training mode, and after the training, two groups of students were investigated for nursing operation examination, theoretical examination, critical thinking scale, and feedback surveys were conducted to analyze the Internet + micro course platform training.@*Results@#Before training, the theoretical examination, the operation examination, critical thinking scale were (85.78 ± 2.59), (85.66 ± 2.60), (347.50 ± 6.61) points in the experimental group and (86.75 ± 2.63), (86.38 ± 2.59), (348.81 ± 5.28) points in the control group, the difference was not statistically significant (P > 0.05). After training, the theoretical examination, the operation examination, critical thinking scale were (94.25 ± 1.75), (95.68 ± 2.02), (407.81 ± 5.45) points in the experimental group and (90.34 ± 1.40), (94.25 ± 1.75), (380.40 ± 11.20) points in the control group, the difference was statistically significant (t=-9.572, -2.960, 12.445, all P <0.05).@*Conclusions@#The training mode of the Internet + micro course platform is superior to the traditional training mode, which can improve the critical thinking ability of the specialist nurses in Department of Cardiology, and is conductive to the training of clinical nurses′ ability of clinical strain.
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The teaching system structure for《multimedia technology》course of health information management was constructed by designing its teaching contents, teaching process, teaching methods, and teaching effect assessment from practical training in classroom and online teaching platform in order to overcome the difficulties in its teaching. Its application in practical teaching showed that it can further expand the teaching space and improve the learning motivation of students by laying stress on the training of their vocational innovative ability.
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The paper states the connotation,development status,development trend and resource composition of micro course,discusses how do the hospital libraries provide excellent resources for micro course teaching and carry out services including personalized information service and embedded teaching service by taking advantage of micro course under "micro" environment,and indicates that librarians shall strengthen the learning of new subjects and new technologies.
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Pathology is an important bridge subject in medicine.It has many knowledge and abstract content.Micro class is a new form of expression,it has Situation reality,topic prominent,diversified resources,Flexible form,interactive strong,dynamically generated,easy to spread and easy to use advantages,etc.The micro course is applied in pathology teaching,refer to the teaching syllabus for the design and production of micro courses,comb through the knowledge points,heavy and difficult explanation and systematic summary to carry out classroom teaching.Practice shows,micro class can stimulate students' interest in learning,improve learning efficiency,and then achieve the purpose of improving pathological scores.
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The article analyzed the problems in Emergency Medicine and illuminated the character-istics of the teaching model based on micro-course , and pointed out that the introduction of the micro course into the emergency training was the inevitable trend of the development of teaching. Combined with the real case of emergency training, the article described the micro teaching structure and implementation plan in detail, namely with the WeChat public number as the platform for teaching, setting up the curricu-lum according to the differences of the training staff, setting up the interactive communication area, taking into account the basic theory and expanding the study, to achieve the repeatability, individuation, interac-tivity and convenience of the teaching.
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Objective To investigate the value of micro-course in colostomy patients in self-care. Methods A total of 120 patients with colostomy patients were divided into the intervention group and the control group with 60 cases each according to the first time in the hospital bed and odd number. The intervention group was given micro-course in colostomy patients discharge health education. The control group was taken the traditional health education missionary single conduct health education of discharged. The self-efficacy (divided stoma care effectiveness and social effectiveness of two dimensions and six separate entries, score 28-140 points. Using five no confidencethere a little confidence some of confidencequite confident or very confident scoring 1-5 points) and stoma care skills (including two parts, a total of 18 entries, each entry method using Likert scale of 51-5 points representing very unskilledsomewhat skilledordinary skillskilled and very skilled, score 18-90 points, higher scores indicate better skills) of patients after 3 months of discharge between the two groups were compared and evaluated. Results After 3 months of discharge, the self- efficacy scores of the intervention group were evaluated with respect to stoma care, social performance, diet choice, confidence in sex life, confidence in sexual life, confidence in physical activity, confidence in vitality and confidence in self-care (53.17±3.54), (38.62±5.25), (3.45 ± 1.06), (2.43 ± 1.06), (2.22 ± 0.86), (2.88 ± 0.94), (3.52 ± 0.89), (3.88 ± 0.64) points, respectively, compared with the control group (50.45 ± 4.79), (35.33 ± 3.42), (3.03±1.15), (1.77±0.81), (1.78±0.72), (2.47±0.96), (3.02±0.70), (3.40±0.81) points, there were significant differences (t=-4.366--2.076, all P<0.05) . According to the comparison of stoma nursing skills, the score of stoma care and the related knowledge of stoma care were (36.33±4.21), (37.13±3.85) points in the intervention group, and (34.22±3.87), (31.32±4.95) points in the control group, and there were statistically significant difference (t=-3.140,-7.741, P < 0.05). Conclusions Colostomy patients discharged from hospital health education classes in the use of micro-course, can effectively improve patients' self-efficacy and ostomy care capacity, enhance the quality of life.
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Medical immunology is an important frontier and bridge subject to connect basic medicine and clinical medicine, and its knowledge is abstract and difficult to understand. Micro-course is the new teaching resource with the education information. Its design, development and research have become a hot topic in network learning and mobile learning. In this article, it is elaborated that teaching design is the soul of the quality for micro-course and because micro class software is simple and easy to learn, it is a positive guarantee for the civilization and popularization of micro class, and besides, PPT is the important material in the micro-course. The article also explores the knowledge system of the fragmented micro lessons in series, and analyzes the potential value of micro teaching in the course teaching and personnel training.
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To explore micro-course suitable for human morphology in high vocational nursing pro-fession and meanwhile attempt to make a combination between micro-course and flipped-classroom in some chapter, accompanied by taking advantage of the digital equipments such as computer, tablet and smart phone to carry out teaching. Based on digitization, we aim to lead the fragmented time and energy of students to this beloved teaching method, realizing “self-inquiry learning before class, interactive learning between teacher and students in class, effect assessment after class to reinforce the independent participation and inspire the interest of students in human morphology learning.
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Objective To explore the clinic effect of micro course in health education for prevention shoulder-hand syndrome in patients with stoke.Method The 42 stoke patients treated in our sector from October 2013 to September 2014 were observed (observation group) under health education by micro course,taking the 45 stoke patients treated in our sector from October 2012 to September 2013 as control group under traditional health education.Heahh education evaluation,occurrence rate of shoulder-hand syndrome,shoulder joint passive range of motion (ROM) and simple test for evaluating hand function (STEF) of the two groups of patients were compared after one and three months,respectively.Results Compared to the control group,the observation group made higher evaluation of health education method,showed lower occurrence rate of shoulder-hand syndrome,better shoulder joint passive ROM and upper limb movement function.In the time point of 1 and 3 months after the intervention,the incidence rate of shoulder-hand syndrome in the observation group was 2.5％(1/40) and 7.5％(3/40) respectively,which was significant lower than that of in the control group (19.05％,8/42 and 47.63％,20/40 respectively),thex2 value was 4.173 and 16.340 respectively,P＜0.05.In the time point of 1 and 3 months after the intervention,the passive ROM in the observation group was (172.80 ± 15.18)° and (174.76 ± 7.45)°,which was significant higher than that of in the control group,(143.81 ± 22.76)° and (132.12 ± 16.67)° respectively,the t value was 6.816 and 15.074respectively,P＜0.01.Conclusion Micro course used in health education of stroke patients could stimulate their study interests and activity,which played an important role in shoulder-hand syndrome occurrence prevention,shoulder injury reduction and upper limb function restoration acceleration.
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The necessity to implement micro-strategy for information literacy education was studied. Micro-strategy for information literacy education is consisted of micro-video, micro-courseware and micro-course. The means to realize micro-strategy for information literacy education was elaborated. The limitations of micro-strategy, its close combination with mobile learning, simple implementation way and teaching design were stressed in the implementa-tion of information literacy education.