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Objective. This study was conducted with the aim of the effect of team members teaching design (TMTD) vs. regular Lectures method on the self-efficacy of the multiple sclerosis patients. Methods. This research is a randomized controlled trial study. In this study, 48 multiple sclerosis persons of members of Jahrom MS Society participated. The persons were selected by simple random sampling and then divided into three groups of: TMTD (n=16), regular lecture method (n=16), and control (n=16), by random allocation method. In the intervention groups, six training sessions were held twice a week; control group did not receive education. Data was collected by the MS self-efficacy questionnaire of Rigby et al. in the before, immediately and one month after the intervention. Results. Patients in three intervention and control groups were similar in terms of demographic variables. The results of the repeated measurement test before, immediately and one month after the intervention showed that the mean of the all dimensions of self-efficacy in two intervention groups had increased significantly (p<0.05). While these changes were not significant in the control group (p ≥ 0.05). Also, there was a significant difference in the mean of the all dimensions of self-efficacy between the intervention groups of TMTD and regular lectures. Conclusion. Based on the findings, TMTD compared to regular lectures method had a more significant effect on improving the self-efficacy of multiple sclerosis patients. Therefore, it is recommended that nursing use this educational approach to increase patients' self-efficacy.
Objetivo. Determinar el efecto del diseño de la enseñanza colaborativa de los miembros del equipo (En inglés: Team Members Teaching Design -TMTD) frente al método de las clases regulares sobre la autoeficacia de los pacientes con esclerosis múltiple (EM).Métodos. Ensayo controlado aleatorizado realizado con la participación de 48 personas con esclerosis múltiple afiliados a la Sociedad de Esclerosis Múltiple de Jahrom (Iran), que fueron seleccionados por muestreo aleatorio simple y luego asignados en forma randomizada en tres grupos, dos de intervención: TMTD (n=16) y método de clases regulares (n=16), y un grupo control (n=16). En los grupos de intervención se impartieron seis sesiones educativas (dos por semana); mientras que el grupo control no recibió educación. Se empleó el cuestionario de autoeficacia en EM de Rigby et al. en los momentos: antes, inmediatamente después de terminada la intervención y un mes de finalizada la misma.Resultados. Los pacientes de los tres grupos de intervención y control eran similares en cuanto a variables demográficas. Los resultados de la prueba de medidas repetidas antes, inmediatamente y un mes después de la intervención mostraron que la media de todas las dimensiones de autoeficacia en los dos grupos de intervención había aumentado significativamente (p<0.05). Mientras que estos cambios no fueron significativos en el grupo de control (p ≥ 0.05). Además, hubo una diferencia significativa en la media de todas las dimensiones de autoeficacia entre los grupos de intervención de TMTD y clases regulares, siendo mayor en TMTD. Conclusión. El TMTD comparado con el método de clases regulares, tuvo un mejor efecto en el aumento de la autoeficacia de los pacientes con EM. Por lo tanto, se sugiere a enfermería utilizar este enfoque educativo para aumentar la autoeficacia de los pacientes.
Objetivo. Determinar o efeito do desenho de ensino colaborativo dos membros da equipe (em inglês: Team Members Teaching Design -TMTD) comparado ao método de aulas regulares na autoeficácia de pacientes com esclerose múltipla (EM). Métodos. Ensaio controlado randomizado realizado com a participação de 48 pessoas com esclerose múltipla afiliadas à Sociedade de Esclerose Múltipla de Jahrom (Irã), que foram selecionadas por amostragem aleatória simples e depois distribuídas aleatoriamente em três grupos, dois grupos de intervenção: TMTD (n=16 ) e método de aula regular (n=16), e um grupo controle (n=16). Foram ministradas seis sessões educativas nos grupos de intervenção (duas por semana); enquanto o grupo de controle não recebeu educação. Foi utilizado o questionário de autoeficácia em SM de Rigby et al. nos momentos: antes, imediatamente após o término da intervenção e um mês após seu término. Resultados. Os pacientes dos três grupos intervenção e controle foram semelhantes em termos de variáveis demográficas. Os resultados do teste de medidas repetidas antes, imediatamente e um mês após a intervenção mostraram que a média de todas as dimensões da autoeficácia nos dois grupos de intervenção aumentou significativamente (p<0.05). Embora essas alterações não tenham sido significativas no grupo controle (p ≥ 0.05). Além disso, houve diferença significativa na média de todas as dimensões de autoeficácia entre os grupos de intervenção TMTD e aulas regulares, sendo maior no TMTD. Conclusão. O TMTD comparado ao método de aula regular teve melhor efeito no aumento da autoeficácia dos pacientes com EM. Portanto, sugere-se que a enfermagem utilize essa abordagem educativa para aumentar a autoeficácia dos pacientes.
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Humanos , Masculino , Feminino , Leitura , Autoeficácia , Esclerose Múltipla , Autocuidado , Educação , ExtremidadesRESUMO
In order to solve the problems in traditional health management experimental teaching, such as high cost, safety and difficult repeatability, a virtual simulation experimental teaching platform for health management combined with Traditional Chinese Medicine (TCM) characteristics has been constructed by using virtual simulation, multimedia, and human-computer interaction technologies, which comprises TCM constitution identification, TCM health management and health management service process. Through the combination of virtual simulation and reality situation, the platform has formed an online and offline model of experimental teaching, which has improved the innovation and practice ability of students and enhanced the teaching quality.
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To better cultivate stomatology students and to improve their understanding and mastery of the knowledge of oral genetic diseases, a representative disease (Treacher Collins syndrome) was selected from the pediatric dentistry curriculum to design a single-lesson teaching trial. In this trial, the BOPPPS teaching mode including bridge in, objective, pre-assessment, participatory learning, post-assessment, and summary steps was adopted for systematic teaching design. Furthermore, flipped classroom, problem-based learning (PBL), case-based learning (CBL), mind mapping, and other teaching forms were also involved. The results showed that after BOPPPS-mode teaching, 24 students (96.00%) agreed that this teaching mode could help them focus more on the contents, and 23 students (92.00%) reported that it promoted their active thinking and interaction during the class. Compared with the traditional plug-in teaching mode, 23 students (92.00%) reported better leaning experience and effect. Therefore, BOPPPS teaching mode can promote students' understanding of knowledge, improve their initiative and innovation, and improve the teaching effect.
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The traditional teaching of Nutrition and Food Hygiene is faced with fragmentary and tedious knowledge points, students' lack of interest, and other problems. As informatization has been increasingly combined with education, the introduction of microlectures provides a solution to the disadvantages of the traditional teaching method for Nutrition and Food Hygiene. This new teaching mode aims to cultivate students' autonomous learning ability and systematize and diversify education resources, by exploring various aspects including teaching content selection, software application and design, and the planning and construction of teaching interaction.
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The course of " Traditional Chinese Medicine Analytics" of Shanghai University of Traditional Chinese Medicine was listed as the Shanghai Key construction course in 2017, was selected as the Shanghai first-class course in 2021, and was selected as the national first-class course in 2023. This article reviews the knowledge points of identification analysis, quantitative analysis, inspection, fingerprint, and specific chromatogram in the course of " Traditional Chinese Medicine Analytics" which are integrated to the virtual simulation experimental projects to construct a knowledge map for this course. With gas chromatography as an example, this article introduces the ideas for constructing virtual simulation experimental projects of gas chromatography analytical techniques in traditional Chinese medicine and evaluates the teaching effect from the dimensions of the degree of student completion, learning performance, and error rate, so as to lay a solid foundation for promoting the integration of virtual simulation technology into the construction of core courses, continuously improve the quality of classroom teaching, and achieve the goal of winning in the classroom.
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This study comprehensively analyzes the course of Military Medical Psychology from 7 aspects including the nature and status, teaching objectives, teaching principles, teaching concepts, classroom teaching, practical teaching and lecturing principles, and finally summarizes the characteristics of the course and points out its shortcomings and prospects. The study found that the Military Medical Psychology is an important interdisciplinary course between medical psychology and military science; the teaching objectives include two categories, the overall goals and classified ones; the teaching principle emphasizes the forces of developing practice ability of service orientation; the teaching concept includes combining the theory with practice, focusing on the students, informatization and lectures; the mode of classroom teaching should be cases-introduction, theory-interpretation and case-analysis; the practical teaching should strengthen teaching skills, emphasize connection, stimulate interest and improve the health; lecturing principles emphasize the focus of content. This study has preliminarily completed the teaching design of the course of Military Medical Psychology, which is conducive to the smooth implementation of this course and the cultivation of professional talents of military medical universities.
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Objective:To explore application of blended learning mode in the teaching of the general theory of surgery.Methods:Clinical undergraduates from Batch 2015 and Batch 2016 of Medical College of Hunan University of Medicine were taken as participants. One teaching class of Batch 2015 was selected as control group ( n=117), and the traditional teaching method was adopted; one teaching class from Batch 2016 was selected as experimental group ( n=115), and the blended learning model was adopted. The results of two groups' process assessment and final assessment were compared. A questionnaire was conducted among the clinical undergraduates of Batch 2016 who practiced blended learning to evaluate their satisfaction with this learning mode. SPSS 22.0 was used for t test. Results:The experimental group was significantly better than the control group in process assessment and final assessment results [(93.65±3.71) vs. (91.46±5.63); (68.36±8.14) vs. (64.94±8.98)]. The analysis of the questionnaire survey showed that students had a high satisfaction with the blended learning mode, and their approval rate reached over 90%.Conclusion:In the teaching process of clinical course of general theory of surgery, blended learning mode is highly recognized by students, which can significantly improve students' independent learning ability and interest, simultaneously increase students' classroom participation and teacher-student interaction, and finally improve students' professional overall qualities and critical thinking.
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Protein and Enzyme Engineering is the core and required course for colleague students majored in biotechnology, which plays an important role in the professional training system. In accordance with the "Guidelines for the Development of Ideological Education in Higher Education Institutions" issued by the Ministry of Education, we explored the combination of course teaching with ideological education by considering the features of the biotechnology major and the course and setting up rational teaching objectives. This paper described the strategy, design, implementation and evaluation approaches that were used in the course of "Protein and Enzyme Engineering" to achieve a good integration. The practice starts from story-telling, discussion of life, case study, hot issues discussion, literature discussion and presentations. The scientific spirits, civic character, global vision, eco-civilization and legal consciousness, as well as their native land emotion and cultural confidence, were boosted. The natural integration of the ideological education into the whole process of this course helped to better achieve the goal of curriculum education while promoting teaching excellence.
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Humanos , Biotecnologia , Currículo , Estudantes , UniversidadesRESUMO
"Rain classroom + " is an online and offline teaching mode developed under the background of "Internet + Education". However, there are still certain shortcomings in online teaching. Based on this situation, we explore the application of a new mixed teaching mode based on "Rain classroom + " in the teaching of Pathophysiology. Centered on three links of pre-class, in-class and post-class, the flipped classroom has been realized through teaching interaction by combining Tencent Meeting and integrating the problem-based learning with the case-based learning (PBL/CBL) in the teaching. "Rain classroom + " mixed teaching mode realizes the "student-centered" teaching concept by optimizing teaching resources, reorganizing teaching content and perfecting teaching design.
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Pathophysiology is a subject that studies the occurrence,development and mechanism of diseases.It plays important roles in medical education and is an important and difficult point in medical education.Based on our teaching experience and the characteristics of pathophysiology,this paper puts forward the idea of “Focus on learning”,aiming to resolve the problems of insufficient communication,unsound teaching design and single teaching method,etc.existed in teaching process.The active communication with students,a good job of teaching design and the reasonable application of various teaching methods and techniques should be carried out to improve the teaching effect of pathophysiology.
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Medical experimental zoology is a very important course in medical colleges. The course construction of medical experimental zoology is of great significance for students in their understanding of the subject and scientific research as a whole. This article reviews the current situation of experimental zoology courses in medical colleges at home and abroad, describes the teaching design, teaching content and assessment methods in our school (North Sichuan Medical College), and then collects feedback and advices from students after they finish the course. This study aims to provide certain reference and thought for medical science curriculum reform innovation.
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Objective To explore the effect of four-element teaching design model based on comprehensive learning in teaching of basic nursing in vocational nursing students. Methods Ninety-six nursing students at Taizhou Vocational and Technical College in Zhejiang Province were selected as the study subjects. Ninety-six nursing students were divided into the experimental group and the control group with 48 nursing students in each. The experimental group used four-element teaching design model for teaching, and the control group adopted traditional teaching methods.The testing results and evaluation of nursing students for this curriculum were compared. Results The theoretical assessment and skill assessment of nursing students in the experimental group were 82.09±8.05 and 90.65±4.93 respectively, and in the control group were 76.30±10.20, 85.33±6.01. The difference was statistically significant (t =3.06,4.74, P<0.01). The scores of curriculum setting, teaching methods, assessment methods, and teaching effects in the experimental group were evaluated as 35.08±3.64, 42.06±4.75, 18.15±1.60, 40.35±6.20, in the control group were 29.63 ± 4.65, 36.02 ± 6.20, 14.04 ± 2.69, 36.35 ± 6.56. The difference was statistically significant (t=3.07-9.09, P<0.01). Conclusion The four-element teaching design model based on comprehensive learning can improve the students′ learning initiative and teaching effect of basic nursing, promote the coordinated development of nursing students'professional knowledge, skills and professional ability.
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Blended learning has been developed in recent years at home and abroad although there is no systematic application in Chinese higher medical education.College of Stomatology,Shanghai Jiao Tong University discussed the application prospect of blended learning in medical education and methods of increasing effect and quality by informational means and classroom reform through a case design and application.This study summarizes the process of teaching design and implementationin blended learning,including the design and development of front-end analysis and learning resources in preparatory stage.The design of blended learning activities should focus on problem solving,including three links ofguidance on learning,hands-on inquiry based on learning and after-school practice.The implementation and evaluation of learning activities need to timely provide evaluation and feedback according to the implementation effect of the course.
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Este estudo teve por objetivo descrever como as possibilidades de diagnóstico de um jogo com interação entre adversários são condicionadas pela compreensão da lógica interna dos esportes. Para tanto, foi desenvolvida uma pesquisa-ação com cinco professores de Educação Física que desenvolvem o ensino dos esportes. Foram realizados 21 encontros de estudos sobre a decisão de o que ensinar quando o foco é o conhecimento procedimental do conteúdo. Os resultados indicam que o nível de leitura das dificuldades dos alunos no jogo depende diretamente do conhecimento do professor sobre a lógica interna das modalidades, o que afeta o aprendizado dos discentes. Não obstante, é possível alterar a forma como os professores compreendem o ensino dos esportes, fazendo com que docentes que realizam a leitura do jogo sob a ótica do modelo tradicional compreendam o fenômeno esportivo como um complexo processo de tomada de decisões, ensinando os alunos a jogar melhor.
This study aimed to describe how the diagnostic possibilities for a game with interaction between opponents are conditioned by the understanding of sports internal logic. Therefore, an action research with five physical education teachers who develop the teaching of sports was developed. 21 study meetings were held on the decision of what to teach when the focus is on the procedural knowledge of the content. The results indicate that the reading level of students' difficulties in the game depends directly on the teacher's knowledge of the internal logic of the arrangements, which affects the learning of students. However, you can change the way teachers understand the sports school, so that teachers who perform the reading of the game from the perspective of the traditional model to understand the sport phenomenon as a complex process of decision-making, teaching students play better.
Este estudio tuvo como objetivo describir cómo las posibilidades de diagnóstico para un juego con la interacción entre los oponentes están condicionadas por la comprensión de los deportes lógica interna. Por lo tanto, se desarrolló una investigación-acción con cinco profesores de educación física que desarrollan la enseñanza de los deportes. 21 sesiones de estudio se llevaron a cabo en la decisión de qué enseñar cuando la atención se centra en el conocimiento de los procedimientos de los contenidos. Los resultados indican que el nivel de lectura de dificultades de los estudiantes en el juego depende directamente del conocimiento del profesor de la lógica interna del régimen, lo que afecta el aprendizaje de los estudiantes. Sin embargo, puede cambiar la forma de los maestros a entender la escuela deportiva, por lo que los maestros que realizan la lectura del juego desde la perspectiva del modelo tradicional de entender el fenómeno deportivo como un complejo proceso de toma de decisiones, la enseñanza de los estudiantes jugar mejor.
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Educação Física e Treinamento , Esportes/educação , Ensino/educação , Docentes/educaçãoRESUMO
Teaching design is an important part of the construction of teaching contents,and it plays an important role in improving the quality of education and teaching. At present, teaching design has not received enough attention in the teaching of the physical chemistry for the Chinese pharmacy major. This study discussed the importance of the teaching design in the classroom of physical chemistry for the Chinese pharmacy major and expounded some practices of teaching design in detail, including the design of the affective attitude goals for the purpose of improving students' sense of curriculum identity and stimulating students' interest in learning, the design of "points-lines-planes" for teaching and learning based on the mind map,and the design of the ways of the classroom lead-in such as case-based learning mode.
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After a description of medical literature retrieval teaching in our library, the contents in the designed medical literature retrieval practice course teaching and the ideas for its reform, the competitive practice method was proposed according to the characteristics of subjects in which the undergraduates were majored and the experi-ence with several teaching models such as PBL, the effect of its implementation was analyzed with its related prob-lems and measures for their solution pointed out.
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Objective To discuss the practical application effect of the work process oriented teaching model that based on flipped classroom in the teaching of higher vocational Chinese medicines.Method We chose 97 students from Grade 2012 higher vocational Chinese traditional medicine,set them into experimental group (47 students) and comparison group (50 students).The experimental group was applied with the flipped classroom teaching,combined with the teaching mode of working process and the comparison group was applied with the traditional teaching mode from September 2014 to July 2015.At the end of the experiment,through the questionnaire survey,the differences of the experimental group students' autonomous learning ability and problem solving ability were compared between before the experiment teaching and after the teaching.The difference of post adaptation ability of the experimental group and the control group was also compared,and besides,the students' satisfaction degree to flipped classroom combined with working process teaching mode was investigated and analyzed.SPSS 16.0 software was used for statistical analysis,and t test was used to compare two groups' measurement information and count data with chi-square test.Result The score of independent learning ability after teaching in the experimental group was significantly higher than before [(77.50 ± 7.10) vs.(88.51 ± 9.30);t=6.451,P=0.000].However,there was no statistically significant difference in problem-solving capability before and after the teaching[(83.70 ± 2.32) vs.(84.30 ± 2.11);t=1.312,P=0.193].The score of five aspects of the adaptability to work in the experimental group and total score were higher than the comparison group and the difference was statistically significant [work attitude (18.72 ± 2.01) vs.(16.78 ± 3.33),t=3.447,P=0.001;service ability (17.99 ± 1.98) vs.(16.05 ± 2.15),t=4.614,P=0.000;professional ability (18.19 ± 2.46) vs.(15.37 ± 2.79),t=5.267,P=0.000;completion of work (19.01 ± 1.75) vs.(16.88 ± 1.83),t=5.851,P=0.000;strain capacity:(18.33 ± 2.09) vs.(17.01 ± 2.46),t=2.839,P=0.006;the total score of job adaptability (92.24 ± 3.89) vs.(82.09 ± 4.05),t=12.574,P=0.000].Experimental group's satisfaction showed that 91.48％ of students liked the teaching model,87.23％ thought that it improved their learning interest,82.98％ believed that it was beneficial to improving their communication skills.Conclusion Teaching mode of flipped classroom combined with working process helps to improve teaching quality.
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Ophthalmology is a predominantly morphology of clinical discipline. The eye has the characteristics of small scale, close structure, complex and diverse diseases, different clinical manifestations and so on. As an effective tool, the mind map can promote thinking visualization, help learners establish the logic relation of things and cultivate their innovative ability. To achieve better teaching effect, we introduce the mind map into theory course teaching of ophthalmology. On the one hand, teachers can optimize the teaching design, clarify the teaching ideas, and on the other hand, students can draw the mind map on their own or with others which will improve their subjective initiative of learning and study efficiency, and at the same time cultivate their ability of mutual collaboration.
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Internct has provided abundant resources for teaching,but it also brings two challenges,information overload and knowledge fragmentation.Under the environment of Internct,only by efficient course designs,can teachers deal with these two new challenges,and attract students' attentions and motivate their learning interests.Among teaching designs,the design of teaching ‘opening speech’ is quite important.During the course construction of Epidemiology in China Medical University,design strategies on opening speech were explored;the principles of opening speech design were determined.And the opening speeches were designed and cumulated for the teaching modules of Epidemiology.Furthermore,the skills of opening speech design were summarized.
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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.