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Objective:To explore the application value of heuristic teaching combined with anchored instruction in nursing teaching in emergency department.Methods:A total of 80 nursing students assigned to the Emergency Department of The First Affiliated Hospital of Air Force Medical University from July 2019 to October 2020 were divided into control group and research group, with 40 cases in each group. The control group used traditional teaching, and the research group used heuristic teaching combined with anchored instruction. At the end of the practice, the teaching effect was evaluated through the examination results (theoretical examination and scenario simulation practice skills examination) and questionnaire survey of teaching quality and teaching satisfaction. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical examination scores [(93.20±2.88) vs. (90.53±3.06)] and the practical skill examination scores (basic operation examination, specialized operation examination and comprehensive quality) of the study group were higher than those of the control group, and the difference was statistically significant ( P<0.05). The overall situation of teaching quality and teaching satisfaction of nursing students in the study group was significantly higher than that in the control group, and the difference was statistically significant ( P<0.05). Conclusion:Heuristic teaching combined with anchored instruction is helpful to improve the theoretical knowledge, practical skills, operation level and comprehensive quality of nursing students, and has good popularization value in clinical nursing teaching.
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Blackboard writing undertakes the dual task of knowledge transmission and classroom culture inheritance. Well-designed blackboard writing will not only help students to better memorize, understand and construct knowledge framework, but also create a serious but lively classroom atmosphere, strengthen the soul of moral education in the classroom, leading to improved quality of education. Taking the practice of blackboard writing in teaching the Biochemistry course as an example, the authors categorized the blackboard writing approaches according to the teaching objectives to be achieved, and discussed the necessity and application scope of each type of blackboard writing approach in the multimedia era. Our goal was to make blackboard writing, a conventional teaching approach, play an important role in the new era of classroom education.
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Humanos , Estudantes , RedaçãoRESUMO
Objective Aiming at the characteristics of the course of acupuncture and massage,to discuss the application of Situational heuristic teaching.Methods 60 undergraduate students in Grade Four of Jiangxi University of Traditional Chinese Medicine (clinical practice) were even divided into 2 groups,that was situational teaching group (the experimental group) and the traditional teaching group (control group).The students in the experimental group received basic theory course of 30 hours,60 hours in the course of situational teaching.The clinical cases of teaching were carefully designed according to the simulated hospital scene in each chapter,including large cases,acupuncture and massage therapy program,which were conducted between teachers and students through interactive and positive research and other forms.In the control group the teachers taught the content to students in class for full 90 hours in accordance with the requirements of the teaching syllabus.Taking objective theoretical examination,subjective questionnaire survey,and subjective clinical return visit questionnaire scores as indicators the difference of the two kinds of teaching methods were compared and statistical analysis was carried out by SPSS 19.0 software,chi square test and t test.Results By comparison of objective theoretical examination results of two groups of subjects,the number of good students in the experimental group was 10,and the number of outstanding students was 7,with an average of (80.63 ± 1.35) points.In the control group,the number of good students was 9,the number of outstanding students was 6,with the average score of (80.54 ± 1.32),and the average score of the objective theory test scores were not statistically significant (P＞0.05).The learning satisfaction of the students in the experimental group was (3.91 ± 0.29).Students in the experimental group thought situation heuristic teaching was conducive to professional development (3.23 ± 0.39),to improving the learning quality (3.68 ± 0.72),clinical thinking culture (4.11 ± 0.24),clinical ability (3.72 ± 0.27),clinical physician-patient communication skills (3.28 ± 0.79),basic clinical skills (3.48 ± 0.42) points,with teaching satisfaction (4.19 ± 0.25),which were all higher than the control group,and the difference was statistically significant (P＜0.05).Conclusion Situational heuristic teaching method is better than the traditional teaching method in stimulating students' learning enthusiasm,innovation ability,cultivating professional interest and cultivating students' clinical practice ability.The teaching practice of teachers should give full play to the advantages of the method and improve the teaching effect,which is worthy of further research and promotion.
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The teaching team of undergraduates of anesthesiology in Anhui Medical University applied the primary trauma care system of encourage, heuristic teaching and practical teaching to further deepen the educational reform and improve teaching quality for undergraduate education.They designed the diversified section such as drills, discussion, teaching, questions, feedback and so on, implemented the simulation training of anesthesia crisis management skills and completed the feedback evaluation of comprehensive ability before and after the teaching, and then achieved the effect of improving the actual operation ability and clinical thinking capacity of students.So it is a good method and worth extending.
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Objective To investigate the teaching effect of heuristic teaching in medical psychology teaching.Methods Totally 104 students (2010 grade higher vocational nursing class) were divided into experiment group (n=52) and control group (n=52).Heuristic teaching model and conventional teaching model were applied respectively.t test was used to compare the final exam scores of two groups; self-made evaluation sheet was used to evaluate the teaching effect and x2 test was employed to compare the results between two groups,with P＜0.05 standing for statistical significance.Results Final exam scores of experiment group (87.48 ± 3.18) was better than control group (81.43 ± 4.89) (P=0.016).Teaching evaluation was better in experiment group than in control group.Conclusions Heuristic teaching is helpful in improving students' study enthusiasm and training their scientific thinking.
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Clerkship teaching of neurology is one of the important contents in clinical neurological teaching.Application of problem-based learning in combination with heuristic teaching can mobilize the initiative of students,enlighten their thoughts,arouse their flexibility and creativity and deepen the understanding of knowledge so as to achieve the purpose of improving clinical teaching effects.
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Heuristic teaching is propitious to cultivating students' ideation. We have used different heuristic modes for example problems, stories, contrast, associationin and so on to cultivate medical students' ideation in pathobiology and immunology teaching and acquired good effect.
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Clinical teaching is an important link in cultivating clinician,Heuristic teaching can stimulate students'activeness of learning,enlighten their thoughts,arouse their positivity and creativity,find out their inner potential,and increase teaching effect.Intractable case discussion is an important method of heuristic clinical teaching,which can help strengthening theory knowledge,exercising correct clinical thinking,creating scrupulous scientism and satisfactory medical ethics.
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@#ObjectiveTo study the effect of heuristic teaching to the medical students in interest, initiative spirit, and comprehensive ability. Methods110 students majoring in rehabilitation medicine were divided into two groups, heuristic teaching group and rote teaching group. The teaching contents included ROM(range of movement), ADL(activity of daily living) and the techniques of movement and transfer. Eight items were assessed. ResultsThere are no difference between the two groups in application of basic knowledge and ability of comprehension (P>0.05), obvious difference in the interest in study, the initiative spirit, and the ability of self study and analyzing (P<0.05).Conclusions In medical rehabilitation teaching, heuristic teaching is more advantageous than rote teaching in the interest in study, the initiative spirit, and the ability of self study and analyzing.