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Objective:To observe the role of task-driven teaching combined with behavior-guided teaching in teaching practice nursing students of endoscopy center.Methods:The 38 nursing students who practiced in 2019 were set as the control group, and the routine teaching was adopted; another 38 nursing students who practiced in 2020 were set as the observation group, and the task-driven teaching combined with behavior-guided teaching was adopted. The scores of internship performance, comprehensive nursing ability, critical thinking ability, classroom atmosphere and internship satisfaction were compared between the two groups. SPSS 22.0 was used for t-test, Chi-square test or rank sum test. Results:The theoretical knowledge [(91.43±3.31) vs. (84.52±4.16)] and practical performance [(93.37±2.26) vs. (88.46±2.54)] of the observation group were better than those of the control group; the communication ability, self-learning ability, problem-solving ability, collaboration ability, clinical thinking ability and CTDI-CV score were all improved, with significant differences between the two groups after teaching ( P<0.05); the scores of all dimensions and the total scores of the observation group were higher than those of the control group. Conclusion:Task-driven combined behavior-guided teaching can improve the teaching effect, improve the comprehensive nursing ability and critical thinking ability of the practice nursing students in the endoscopy center, which is worthy of promotion.
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Objective:To explore the application effect of task-driven teaching method combined with Sandwich teaching method in the standardized residency training of oral general practitioners.Methods:A total of 40 trainees of the standardized residency training of the Teaching and Research Section of Oral General Practice in Chongqing Medical University were randomly divided into experimental group and control group. The experimental group ( n=20) adopted task-driven teaching method combined Sandwich teaching method, and the control group ( n=20) adopted the traditional teaching method. The theory assessment, skills assessment and the teaching satisfaction questionnaire survey were conducted to evaluate the teaching effects. SPSS 19.0 software was used for t-test. Results:The theoretical test scores of the experimental group were significantly higher than those of the control group [(85.85±25.61) points vs. (74.35±10.53) points], and the difference between the two groups was statistically significant ( t=8.56, P < 0.001). The skill test scores of the experimental group were significantly higher than those of the control group [(86.50±18.20) points vs. (73.40±16.57) points], and the difference was statistically significant ( t=9.94, P<0.001). The results of the teaching satisfaction questionnaire showed that the experimental group had significantly higher scores than control group in such seven aspects as improving students autonomous learning ability and interest in learning, teamwork and interpersonal relationships, diagnostic ability of cases and the accuracy, doctor-patient expression and communication ability, ability to find and solve problems, stimulating interest in scientific research and teaching, mastering and understanding the oral theoretical knowledge and so on ( t=10.40, 10.40, 9.95, 5.43, 7.66, 8.08, 9.60, respectively, all P<0.001). Task-driven teaching combined with Sandwich teaching method stimulated the learning interest of trainees and improved their comprehensive ability. Conclusion:Task-driven teaching combined with Sandwich teaching method has greatly improved the teaching effect of standardized residency training of oral general practitioners.
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Objective:To explore the effect of task-driven group workshop learning method on teaching satisfaction degree and practical ability in Mongolian medical nursing students.Methods:From September 2018 to January 2020, using convenient sampling method, a total of 38 Mongolian undergraduate nursing students of grade 2016 of Mongolian Medical College of Inner Mongolia Medical University were recruited as control group to receive traditional method, and the teaching practice activities were arranged after the main content was completed. Another 39 students of grade 2017 were recruited as observational group to receive task-driven group workshop learning method. The preparation of teaching practice tasks will run through all stages of teaching. The differences of students′ achievement, teaching satisfaction and autonomous learning ability between the two groups were compared.Results:The grade of observational group was 84.81 ± 3.45, higher than 76.16 ± 3.59 of the control group , which had significant difference ( t=-5.35, P<0.05). The score of teaching satisfaction of observational group was 82.00 ± 11.62, higher than 70.94 ± 6.65 in the control group, which had significant difference ( t=-5.10, P<0.05). The dimensions of information ability, cooperation ability and total score of the Autonomous Learning Ability Scale in observational group scored 39.28 ± 6.46, 24.54 ± 3.45, 98.13 ± 14.58, which were higher than 36.18 ± 5.46, 22.39 ± 3.59, 91.37 ± 11.47 in the control group, which had significant difference ( t=-2.27, -2.67, -2.26, all P<0.05). Conclusions:The task-driven group workshop learning method can improve the study result and the satisfaction of teaching, it can also improve the information ability and cooperation ability in Mongolian medical nursing students, which is worthy of reference in nursing teaching.
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Objective:To explore the effect of teaching based on task-driven joint feedback mechanism on improving the quality and satisfaction of teaching practical nursing students in department of gynaecology and obstetrics.Methods:A total of 203 practical nursing students who had internship in the Department of Gynaecology and Obstetrics, The First Affiliated Hospital of Hainan Medical University from June 2019 to June 2020 were selected as the research objects. They were divided into a control group ( n=96) and a study group ( n=107) according to the order of admission. The control group used traditional teaching, and the study group used task-driven joint feedback mechanism-based teaching. After the teaching, the teaching effect of the two groups of practical nursing students was evaluated through theoretical assessment, skill operation assessment and teaching satisfaction. SPSS 22.0 was used for t test and non-parametric rank sum test. Results:The theoretical assessment scores [(93.51±4.22) vs. (89.62±4.08)] and the total scores of the skill operation assessment [(93.20±4.14) vs. (82.06±3.82)] of the practical nursing students in the study group were better than those of the control group, and the difference was statistically significant ( P<0.05). The results of teaching satisfaction evaluation (teacher's ability and execution ability, teaching content and task design, teaching task completion, feedback mechanism execution and improvement after feedback) of the study group were better those of the control group, and the difference was statistically significant ( P<0.05). Conclusion:The teaching based on the task-driven joint feedback mechanism can effectively improve the teaching quality and teaching satisfaction of the practical nursing students in the department of obstetrics and gynecology.
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A functional reporting system for medical safety events is key to medical safety management. Based on a summary of the existing reporting system and a review of domestic and overseas literature, the hospital designed and put in use in the new campus a reporting system. Such a system is IT-based and task driven, covering such areas as medical service, pharmaceutical, equipment, blood transfusion, hospital acquired infection and logistics. Thanks to minimized approval formalities and use of task driven mode, this system can motivate the medical staff to report such events and improved their efficiency in handling them.
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The teaching method, teaching process and teaching model of programming course were reformed in Beijing University of Traditional Chinese Medicine by combining task-driven and flipped classroom teaching con-cept with BB network platform to provide a free and open environment for students in order to train their capability of analyzing and solving problems and the skills of independent learning and life-long learning. Good results were achieved in two rounds of task-driven plus flipped classroom teaching, which are of significance for the teaching model and teaching structure reform of other courses.
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OBJECTIVE:To provide reference for the improvement of Pharmaceutical Equipment & Workshop Design teach-ing. METHODS:Task-driven teaching was adopted,CIDO engineering educational model was referred to,task was designed from the conception to run with task-based;theoretical and teaching exploration and practice was carried out by cross-learning of individ-uals and groups,applying of pilotscale experiment platform,developing course design and forming evaluation. RESULTS & CON-CLUSIONS:It changed the traditional teaching method that emphasized on class teaching to make students participate in multi-task learning,so that students can better grasp the equipment selection,understanding and application of workshop design in pharmaceu-tical process. The method gives full play to students' initiative and creativity and it is conducive to students’comprehensive ability for adapting the development of pharmaceutical industry.
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Objective To explore the effect of task-driven teaching methodology based on the action research on cardiopulmonary resuscitation training. Methods The 80 nurses recruited in 2011 were assigned in the control, receiving routine training while another 80 nurses recruited in 2012 were in the study group, where task-driven teaching methodology was used based on the action research. The two groups were compared in terms of results of theoretical and operational examinations. Result The study group was significantly better than the control group in the scores of theoretical and operational examinations ( P < 0 . 05 ) . Conclusion The task-driven teaching methodology based on the action research not only increases the examination results, but also improves the effect of teaching.
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The task-driven personal teaching model of Medical Info rmation Retrieval was designed according to the individual differences in medical undergraduates and the characteristics and processes of task-driven teaching followed by an elaboration on its implementing methods, such as investigating the information literacy of medical undergraduates, teaching in classification of medical undergraduates, designing teaching task, completing teaching task, assessing infor-mation literacy of medical undergraduates and applying knowledge in medical undergraduates.
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Teaching reform for medical statistics in postgraduate students was undertaken in order to comply with the longitudinal thought of medical research and to cultivate student's abilities of solving actual problems. The contents of theory courses and practicum courses were re-enacted and some advanced statistical methods commonly used in medical research were added. Meanwhile,the contents of practicum courses were reformed following the guideline of ‘application of statistics in the research’ and the teaching method of task-driven teaching combined with problem-based learning was used in the process. Furthermore, evaluation on the teaching effect was made. The reformed teaching model greatly excited student's learning enthusiasm and developed their abilities of applying statistics in scientific research.
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Objective To discuss the application effect of task-driven basic nursing probation based on the action research. Methods Using the frame of Lewin's action research, with random sampling, we selected a class for the study, for the first time in the traditional training model, and the second time in the task-driven model based on the action research. and information was collected according to the interviews and diary records, narrative description was used for records of the results. Results Action research promoted changes in basic nursing probation model, constructed knowledge, ability and improved various kinds of ability of nursing students. Conclusions The task-driven probation model improved the quality of clinic practice, which proved to be effective.
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@#ObjectiveTo investigate the effects of task-driven teaching mode on physical therapy teaching in higher vocational education. Methods40 students in 2006 rehabilitation class were taught with routine mode as the control group, while 35 students in 2007 rehabilitation class taught with task-driven mode and routine mode as experimental group. ResultsAt the end of the course, the results of examination in theory and practice were better in the experimental group than control group (P<0.01). 85.71%～94.28% students in the experimental group said that the task-driven teaching mode could improve their comprehensive quality especially the skill of practice, as well as the interest and ability of learning. ConclusionTask-driven teaching mode can improve the teaching effect on physical therapy, and received by most of the students.
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Task-driven teaching method is a kind of exploration.The prospective research on the application of task-driven teaching method in social medical insurance course is helpful to setting up a teaching situation,constructing a relaxed study environment,stiring up students’interest in the study and improving students’initiatives and creativity.