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Periodontology is one of the important disciplines in oral clinical medicine, which covers a wide range of subjects and intersects with many basic disciplines. Under the environment of the implementation of modular teaching in Shanghai Jiao Tong University School of Medicine, the assessment method with separate propositions for the teaching and research section is still adopted. There is a mismatch between the assessment mode and the curriculum setting; the basic subject propositions are difficult to be combined with clinical cases; the knowledge point assessment is single, and the students' ability to integrate the knowledge points cannot be assessed. The development and construction of the comprehensive examination database for periodontology was based on curriculum integration, gathering the teaching backbones of various disciplines, focusing on periodontology, radiating all related disciplines, unifying the proposition outline, proposition type, proposition principle, combining with relevant knowledge points of various disciplines based on clinical cases, and tried to apply to clinical students majoring in stomatology. The use of the examination database promotes students' ability to flexibly apply theoretical knowledge to clinical case analysis, further promotes the reform of modular teaching, lays a solid foundation for future clinical work, and meanwhile provides an important basis for directions of the teaching and research section.
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Objective:To explore the effects of micro class combined with modular teaching on experimental teaching of internal medicine and basic nursing.Methods:Four classes of nursing students of Batch 2016 were selected as the research objects by drawing lots, and 148 nursing undergraduates were randomly divided into two groups. The combined teaching group adopted micro class combined with modular teaching, and the modular teaching group adopted modular teaching method. The examination scores, SDLRS (self-directed learning readiness scale for nursing education) scores, medical education environment and teaching satisfaction of the two groups were compared. SPSS 22.0 was conducted for chi-square test and t test. Results:The scores of internal medicine nursing, basic nursing and operation skills in the combined teaching group were significantly higher than those in the traditional teaching group ( P<0.05); at the end of the semester, the scores of self-management, love of learning, self-control and SDLRS total score of the combined teaching group were higher than those of the modular teaching group ( P<0.05); the scores of learning perception, teacher perception, environment perception and total score of the combined teaching group were higher than those of the modular teaching group ( P<0.05); the teaching satisfactions with improving learning interest, learning efficiency, learning initiative and mastering key contents better in the combined teaching group were higher than those in the modular teaching group ( P<0.05). Conclusion:The combination of micro class and modular teaching can improve the examination results and self-directed learning readiness of nursing students, improve the internal environment of medical education, and students' teaching satisfaction is high.
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Clinical students in 8-year program in the Zhejiang University School of Medicine carried out the "4+4" mode, namely, four undergraduate years of non-medical courses and four years of professional medical cultivation. During the professional cultivation, modular teaching of integrated medical courses was adopted for cultivating medical students with solid medical basis and broad thinking. With the background of integrated module of nerve, mind and exercise and according to students' characteristics and self-experience, teachers in neurology brought out measures focusing on "three basic courses" education when guiding students, diversifying teaching methods, utilizing Cloud Model to try new evaluation methods and so on, so as to cultivate more medical talents.
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Modular scientific research teaching is an open teaching mode for undergraduates in medical colleges and universities. Under the premise of students' own choice, the lab-based training was performed for 15 teaching weeks, with three modular scientific research courses. Meanwhile, with the help of a series of scientific research lectures, literature reports, and discussions of experimental results, the teachers guided the students to carry out modular scientific research training and taught related theoretical knowledge during experimental teaching. The modular scientific research teaching for undergraduates in medical colleges and universities helps to enhance their knowledge of life science and basic medical knowledge, cultivate basic experimental abilities, and make them fully prepared for clinical research or postgraduate study.
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Clinical students in 8-year program in the Zhejiang University School of Medicine carried out the "4+4" mode,namely,four undergraduate years of non-medical courses and four years of professional medical cultivation.During the professional cultivation,modular teaching of integrated medical courses was adopted for cultivating medical students with solid medical basis and broad thinking.With the background of integrated module of nerve,mind and exercise and according to students' characteristics and self-experience,teachers in neurology brought out measures focusing on "three basic courses" education when guiding students,diversifying teaching methods,utilizing Cloud Model to try new evaluation methods and so on,so as to cultivate more medical talents.
RESUMO
Objective To explore the effect of the modular teaching for nursing students based on WeChat in the comprehensive training before the practice.Methods The undergraduate students of nursing were randomly divided into 5 classes,among which class 1,2,3 as the control group,and class 4,5 as the experimental group.The control group used the traditional ‘Case Teaching Method',taking the group as a unit to practice the clinical nursing skills individually;while the experimental group took the method which integrated individual nursing skills and practical materials with humanistic qualities in clinical cases.They conducted practical training by dividing the learning module with the ‘representative patients',using WeChat as the learning and exchange platform andbuilding modular training model.After the training,the results were evaluated by the score sheet for integrated skills,a critical-thinking scale and the learning model questionnaire.The data was analyzed by T-Test and Chi-Square inspection.Results All of the nursing students were willing to use WeChat for autonomous learning.The scores of the nursing students in the experimental group were higher than those in control group in the abilities of judgement,communication,operation and introspection.The difference was statistically significant (P＜0.05).In addition to the cognitive maturity,the scores of experimental group were higher than those in control group in the searching for truth,opening mind,abilities of analysis and integration and self-confidence in critical thinking and desire for knowledge,The difference was statistically significant (P＜0.05);Also the proportion of experimental group was higher than the control group in students' attitude to study,knowledge acquisition and practical training mode.The difference was statistically significant (P＜0.05).Conclusion The implementation of nodular teaching mode based on WeChat is beneficial to improve the clinical comprehensive ability of nursing students,and help to train the high quality nursing talents who meet the needs of clinical practice.
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The teaching contents of graduate medical developmental biology are rich and abstruse, which makes it insufficient to reach the goal of cultivating higher-quality graduate students by traditional teaching methods. In current years, we have constructed and practiced the modular teaching model for the course of graduate medical developmental biology. By dividing the teaching contents into models, including basic development principle, model organisms, hotspot of medicinedevelopmentalbiologyresearch and main technologies and methods, we aim to meet all needs of students, enhance the practicality of our course, improve students' innovation abilities and comprehensive quality, and efficiently increase the quality of our education.
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Basic Requirements of Teaching Basic Courses of Computer in Universities proposed pro-moting reforms to universities' computer basic education, whose core was to cultivate the students' computational thinking ability, infiltrating the essential thinking method of computational science in content and design of the course. Tianjin Medical University distinguished different levels of students according to a proficiency test, implemented graded teaching, introduced MATLAB in the course of program design, and performed modular teaching according to the students' specialties. All courses implemented small class teaching to strengthen the students' ability to apply computational thinking and computer technology to medical practice and introduced network-based test, in order to provide ideas for the teaching reform of computer basic courses in medical col-leges and universities.
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In order to adapt to the requirements of the modern clinical laboratory to medical laboratory technology personnel operation ability,our hospital has modified professional microbiology experiment course to modular teaching from the traditional teaching mode.In the process of teaching experiment,the experiment course and clinical practice class are arranged,and the experiment course of microbiology is divided into five modules:basic skills,application,comprehensive training,extension,and clinical practice module.Basic skills module focuses on the foundation that students learn to observe the microbial morphology and master the basic operation technology,at the same time,cultivates the students' sterile ideas and biological safety;Application module pays attention to the detection of various types of bacteria,lets the student have as many times of trying as possible,battle-hardened;Comprehensive training module emphasizes students' ability of analyzing and resolving problems;Extension module guides students actively to make diffusing thinking and comprehensive analysis of problems;The final clinical practice module that combines theory and practice,further consolidates the basic operation skills,cultivates students' comprehensive ability,improves students' the independent working ability and professional thinking and habits.Five modules link up with each other closely and have progressive layers of the process.In sum,modular teaching motivates the students' interest in learning,solves the problem of students' insufficient operating ability,improves the teaching effect and provides a reform method for improving the quality of microbiological test experiment.