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Objective:To explore the teaching resources innovation and the teaching quality improvement for international students in clinical medicine based on the bilingual test question database of digitalized systematic anatomy.Methods:The test question database was set up and applied to Batch 2018 international students of clinical medicine (experiment group). The results of the usual test, final theory, and experimental examination of Batch 2017 international students (control group) were compared to verify the application value of the test question database. Questionnaires were used to get feedback from international students, and the feasibility of developing the test question database and the driving effect of teaching reform were further evaluated. SPSS 20.0 was used for data analysis, and the examination achievements of the two groups were compared with independent-samples t test and the measurement data were expressed by (mean ± standard deviation). Results:There was no significant difference between the two groups in the usual test results ( P>0.05), and in the experimental group, the results of final theory and experimental examination were significantly higher than those in the control group ( P<0.05). According to the questionnaire, more than 89.55%(155) of the international students highly appraised the test question database in terms of learning resources, quality of questions, examination mode and experience evaluation, while only 52.02%(90) of them recognized the bilingual form of the test questions. Conclusion:The bilingual test question database of digital systematic anatomy has effectively expanded the teaching resources and promoted the teaching reform of international students.
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Objective To improve the teaching method of anatomy and explore the application of virtual simulation experimental teaching platform in systematic anatomy. Methods Tencent questionnaire platform was used to carry out the "Questionnaire on How to Learn Systematic Anatomy".A comparative study was conducted among 400 students majored in clinical, nursing, general practice and imaging of 2017 in a medical college, two classes from each specialty.A virtual simulation experimental teaching platform of anatomy only used in the experimental group.The teaching effect was evaluated by theory examination, experiment examination and investigation by questionnaires on students'satisfaction with the teaching. Results The theoretical scores, experimental scores and total scores of the experimental group were higher than those of the control group, and the difference was statistically significant (P<0. 0 5). From the corresponding classes of each group, the theoretical scores, experimental scores and total scores of the same professional experimental group were higher than the control group, and the difference was statistically significant (P < 0. 05). There was a significant positive linear correlation between the theoretical and experimental scores of each class(R2 = 0. 97, P<0.05).The satisfaction rate of the experimental group on the various indicators of teaching effectiveness ranged from 81.00% to 93.00%, and the difference between the two groups was statistically significant (P < 0. 0 5). Conclusion The application of virtual simulation experimental teaching platform can effectively improve the teaching quality of systematic anatomy.
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Objective To implement a systematic anatomy learning system based on android platform and evaluate the application effects of the learning system in clinical medical undergraduate students.Methods The systematic anatomy learning system was based on android development package and correlation functions were implemented using java technique.108 undergraduate students in clinical major of 2014 in Kunming Medical University were selected and randomly divided into experimental group and control group.Students of the experimental group were given the traditional teaching method and this learning system for autonomous learning,while students of the control group were given the traditional teaching method.These two teaching methods were subjectively and objectively evaluated by questionnaire survey and final examination respectively.Results The questionnaire showed that the 87.5％ of students thought that it was necessary to use the learning system.The 90.74％ of students in experimental group thought their learning effect were improved and the 98.15％ of them thought themselves learning ability were improved.The average score of the experimental group and the control group was 83.56 ± 5.61 and 75.33 ± 4.62 respectively.The difference between the two groups was statistically significant (P＜0.05).Conclusion The systematic anatomy learning system can help students to understand and grasp the knowledge points of the systematic anatomy,and it can improve the teaching effect too.It will provide research foundation for the next step of applying for patent.
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Nowadays,research-based teaching is a teaching model,which has been accepted and applied universally.This paper deals with the characteristics of research-based teaching,which has been applied into systematic anatomy experiment teaching.