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In order to improve the students' initiative and values in knowledge seeking, this study integrates ideological and political elements into the medical physics curriculum. On the basis of the standard curriculum, 11 ideological and political elements corresponding to 6 knowledge points are added to the courseware and teaching plan and implemented in the classroom. The changes of students' ideological and moral level and values before and after teaching were statistically analyzed by questionnaire. The results show that through the integration of ideological and political elements, 98.15% (106/108) think it is necessary to integrate the ideological and political elements into the curriculum. The proportion of students who study for the purpose of working skills, national medical care and world medical care has increased, while the proportion of students who earn credits has decreased, which shows that students' learning initiative and values have been improved.
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Objective:To evaluate the effects of learning initiative on teaching effectiveness.Methods:The research subjects were the 2nd year medical students of Tongji Medical College of Huazhong University of Science and Technology. The learning initiative factor was calculated from the data of the attendance registration of the on-line learning of Physiology, and the performance of the on-line test was used as an evaluation indicator of teaching effectiveness. SPSS software was used to perform correlation analysis between the learning initiative factor and teaching effectiveness. Results:We found that learning initiative could significantly affect the teaching effectiveness, with differences among different specialties. There was a positive correlation between learning initiative and teaching effectiveness in clinical and pediatric medicine, while no correlation was observed in preventive medicine and medical imaging.Conclusion:In conclusion, learning initiative can affect teaching effectiveness, and the intensity of this effect shows difference among different specialties.
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BACKGROUND: East African countries face significant societal challenges related to sustainable development goals but have limited resources to address these problems, including a shortage of nutrition experts and health care workers, limited access to physical and digital infrastructure, and a shortage of advanced educational programs and continuing professional development. OBJECTIVE: This study aimed to develop a web-based program for sustainable development with a focus on digital learning, digital health literacy, and child nutrition, targeting government officials and decision-makers at nongovernmental organizations (NGOs) in Ethiopia and Rwanda. METHODS: A web-based program-OneLearns (Online Education for Leaders in Nutrition and Sustainability)-uses a question-based learning methodology. This is a research-based pedagogical method developed within the open learning initiative at Carnegie Mellon University, United States. Participants were recruited during the fall of 2020 from ministries of health, education, and agriculture and NGOs that have public health, nutrition, and education in their missions. The program was conducted during the spring of 2021. RESULTS: Of the 70 applicants, 25 (36%) were selected and remained active throughout the entire program and filled out a pre- and postassessment questionnaire. After the program, of the 25 applicants, 20 (80%, 95% CI 64%-96%) participants reported that their capacity to drive change related to the sustainable development goals as well as child nutrition in their organizations had increased to large extent or to a very large extent. Furthermore, 17 (68%, 95% CI 50%-86%) and 18 (72%, 95% CI 54%-90%) participants reported that their capacity to drive change related to digital health literacy and digital learning had increased to a large extent and to a very large extent, respectively. CONCLUSIONS: Digital learning based on a question-based learning methodology was perceived as a useful method for increasing the capacity to drive change regarding sustainable development among government officials and decision-makers at NGOs in Ethiopia and Rwanda.
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Objective:To explore the effects of scenario simulation combined with case-based learning (CBL) teaching method on the operation skills, learning initiative and family satisfaction of pediatric nursing students.Methods:In the study, 51 nursing students who interned in Bengbu First People's Hospital from March to November in 2019 were selected as the control group, having the traditional teaching method; another 51 nursing students interned from March to November in 2020 were selected as the research group, taking the scenario simulation combined with CBL teaching method. The theoretical knowledge and operation skills of the two groups of nursing students were assessed, the learning initiative and various abilities were evaluated by using the relevant scales, and the nursing students' satisfaction with teaching was investigated. SPSS 22.0 was used for t test and chi-square test. Results:The theoretical knowledge and operation skill scores of nursing students in the study group were significantly higher than those in the control group ( P<0.05). The scores of each dimension and total score of learning initiative of nursing students in the study group were higher than those in the control group [(68.71±9.03) vs. (50.21±9.86)], including integrating theory with practice [(8.06±1.13) vs. (6.12±1.54)], learning ability practice [(8.15±1.18) vs. (6.53±1.37)], interpersonal communication ability [(8.13±1.07) vs. (6.28±1.39)], clinical thinking ability practice [(8.04±1.26) vs. (5.97±1.42)], ability to analyze and solve problems [(8.46±0.97) vs. (6.51±1.25)]. The scores of various abilities and overall satisfaction with teaching in the research group were significantly higher than those in the control group ( P<0.05). Conclusion:The implementation of scenario simulation combined with CBL teaching method for pediatric nursing students can improve their scores of theoretical knowledge and operational skills, enhance their learning initiative and abilities, and improve their satisfaction with teaching.
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Tuberculosis (TB), one of the oldest diseases known to mankind has become a notifiable disease. Public private mixes guidelines for TB programme managers had already been published by Central TB Division in the Ministry of Health and Family Welfare. One of the tremendous challenges that impede private sector involvement in TB care is delayed diagnosis, treatment of variable quality, surveillance, adherence monitoring, contact investigation, and outcome recording. The present article has addressed the involvement of the private sector with special emphasis on Tuberculosis Health Action Learning Initiative (THALI) model. The key elements of THALI being: (1) Identifying and scaling up of innovative approaches to improve the quality of private sector diagnosis, referral, and treatment of TB, (2) Strengthening the utilization of TB resources of the respective municipalities, (3) Testing of upcoming technological innovations, and (4) Improving data for evidence-based decision making. Nevertheless, sustainable parallel implementation framework adopting the strategies of THALI Model, along with prior Geographic Information System mapping of private health facilities e.g. hospitals/nursing homes, private providers, diagnostic centres, pharmacies etc. should be in place so as to correctly implement the slogan - "Unite to end TB: Leave no one behind".
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There are some problems in the teaching of medical physics course,such as low learning initiative,deficient grasp of concept,and obstacles to realize the internalization and practical application of knowledge.The PAD (presentation-assimilation-discussion) class is applied in the course,in order to improve the students' learning state.PAD class is a teaching mode proposed from a psychological point,which advocates that teaching is the first before students start to learn and has an equal treatment on students' discussions and teachers' instruction,supporting independent learning.The teaching measures include:selecting course content to reach the balance between simplification and detailed interpretation;assigning open homework based on the course;dividing the class discussion into four steps;assessing students based on the performances of homework and final examinations.The research has shown that the PAD class facilitates improving the students' initiative of study and promoting the absorption and application of knowledge.
ABSTRACT
Interaction in classroom teaching is a bilateral activity that is difficult to control. Teachers and students are the two main aspects to realize the synchronization of teachers and students' thinking. For teachers, teachers should first make full use of multimedia resources, bring a colorful courseware into class-room teaching; secondly, teachers should stimulate students' interest in a reasonable way, so as to inject vitality into the classroom teaching; finally, teachers should mobilize the students' thinking and carefully regulate the changes in thinking between teachers and students through a proper teaching methods. In terms of students, students should not only give full play to their initiative, but also actively cooperate with teachers in order to realize the thought synchronization between teachers and students in classroom teaching and learning interaction and ultimately achieve the desired results.