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The purpose of this study is to deeply explore the application of information mining technology in online entrepreneurship training courses, and to improve students' learning effects and entrepreneurship success rate through systematic analysis and optimization of key data in the teaching process. With the development of online education, how to effectively use big data technology to meet personalized learning needs has become an important issue. This study takes several online entrepreneurship training courses as the research object, and uses information mining technology to extract and analyze students' behavioral data during course participation, including data on study time, interaction frequency, assessment results, etc. Through machine learning algorithms and association rule mining, the research revealed the main factors that affect students' learning effects and entrepreneurial success, and designed targeted teaching strategies, such as dynamically adjusting learning content, providing personalized feedback, optimizing learning paths, etc. Experimental results show that online courses using information mining technology significantly improve students' knowledge mastery and entrepreneurial success rate, especially in terms of personalized learning experience and teaching efficiency. In addition, this study also explores the application prospects of information mining technology in future online education. It is believed that through the combination with artificial intelligence (AI) technology, the intelligence and adaptability of online courses can be further enhanced to meet more diversified learning needs.
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Aiming at the practical teaching of intelligent manufacturing majors faced with lack of equipment, tense teachers and other problems such as high equipment investment, high material loss, high teaching risk, difficult to implement internship, difficult to observe production, difficult to reproduce the results, and so on, we take the electrical automation technology, mechatronics technology and industrial robotics technology majors of intelligent manufacturing majors as an example, and design and establish a virtual simulation teaching platform for intelligent manufacturing majors by using the cloud computing platform, edge computing technology, and terminal equipment synergy. The platform includes six major virtual simulation modules, including virtual simulation of electrician electronics and PLC control, virtual and real combination of typical production lines of intelligent manufacturing, dual-axis collaborative robotics workstation, digital twin simulation, virtual disassembly of industrial robots, virtual simulation of magnetic yoke axis flexible production line. The platform covers the virtual simulation teaching content of basic principle experiments, advanced application experiments, and advanced integration experiments in intelligent manufacturing majors. In order to test the effectiveness of this virtual simulation platform for practical teaching in engineering, this paper organizes a teaching practice activity involving 246 students from two parallel classes of three different majors. Through a one-year teaching application, we analyzed the data on the grades of 7 core courses involved in three majors in one academic year, the proportion of participation in competitions and innovative activities, the number of awards and certificates of professional qualifications, and the subjective questionnaires of the testers. The analysis shows that the learners who adopt the virtual simulation teaching platform proposed in this paper for practical teaching are better than the learners under the traditional teaching method in terms of academic performance, proportion of participation in competitions and innovative activities, and proportion of awards and certificates by more than 13%, 37%, 36%, 27% and 22%, respectively. Therefore, the virtual simulation teaching platform of intelligent manufacturing established in this paper has obvious superiority in solving the problem of "three highs and three difficulties" existing in the practical teaching of engineering, and according to the questionnaire feedback from the testers, the platform can effectively alleviate the shortage of practical training equipment, stimulate the interest in learning, and help to broaden and improve the knowledge system of the learners.
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Objective:To gain insights into the cognitive processes and utilization patterns of medical students regarding teaching information platforms and resources,and aims to provide valuable references for the implementation of modern medical information technology in educational reforms.Methods:A survey was conducted among all voluntary medical students of grade 2019 to grade 2022.Questionnaire surveys and semi-open interviews were used to investigate.Results:The findings indicated that medical students possess a comprehensive understanding of various teaching platforms,with a high frequency of accessing course materials through these platforms.However,the browsing rate for case analyses recommended by teachers on these platforms remains relatively low.Students demonstrated awareness and utilization of quality courses,particularly MOOCs and micro-courses,which were more frequently utilized compared to other courses.Conclusion:Medical students have a strong awareness of information technology and the ability to solve academic problems through multiple platforms and channels.The construction of teaching platform resources needs to further optimize and improve its simplicity and affinity,and teachers should selectively push high-quality teaching resources to realize the rational application of medical information technology in teaching.
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BACKGROUND: International organizations recognize the importance of evidence-based practice (EBP) for nurses. The objective of teaching EBP in the Nursing degree is to train future nurses on this subject. Different teaching models exist for this, from less active traditional models to more active ones such as the flipped classroom. OBJECTIVE: To compare the degree of EBP competence of undergraduate nursing students after an EBP course, through the application of a traditional methodology versus a flipped classroom methodology. DESIGN: Quasi-experimental study of non-equivalent groups. SETTING: The study was composed by a group of students who received training on EBP with the traditional model (face-to-face), and another intervention group with whom the flipped classroom model was utilized, using the online teaching platform EBP-eToolkit. PARTICIPANTS: The study was conducted with 4th-year Nursing degree students enrolled in the course evidence-based practice, in academic years 2019/20 and 2021/2022. METHODS: Before and after the course, the students completed a questionnaire about EBP competence (EBP-COQ), and an objective test was given at the end of the year. RESULTS: A sample of 152 students in the face-to-face group (control), and 143 students in the flipped classroom group (intervention) participated. The intervention group significantly improved its competence on attitude (p = 0.01, η2 = 0.022), skills (p = 0.019, η2 = 0.018), and global competence in EBP (p = 0.003, η2 = 0.030), with respect to those who were taught using the traditional method. However, there were no significant differences in the impact on knowledge, neither through the self-report dimension of the EBP-COQ (p = 0.188) nor the final test score, control group 6.89 (SD: 1.35) and flipped classroom group 7.12 (SD: 1.53) (p = 0.206). CONCLUSIONS: The flipped classroom model is adequate for the teaching of EBP to undergraduate nursing students. It produced a slight increase in attitude, as well as in skills and global competence in EBP. Nevertheless, this increase was not significantly different from face-to-face learning in terms of impact on EBP knowledge.
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Education, Nursing, Baccalaureate , Students, Nursing , Humans , Curriculum , Research Design , Evidence-Based Practice , Problem-Based Learning/methodsABSTRACT
In order to improve the effectiveness of private class inquiry with the development of information teaching, the smart teaching platform has been established, with instructional management, curriculum setting, teacher preparation, classroom application, supervision and monitoring modules. Taking the platform as the medium, the small class inquiry learning community of entity curriculum is constructed between students and the teachers. In the eight-year medical teaching, the content of learning cycle is designed according to the entity curriculum, which is issued on cloud platform before class, in class and after class. Students learn basic concepts by themselves in the learning community, explore the application of knowledge under the guidance of teachers, and expand knowledge in class or after class. After having test in teaching procedure, the small class learning community based on smart teaching cloud platform has a submission rate, interaction rate and score rate of more than 90%. It can not only make full use of the advantages of information-based teaching resources, but also build face-to-face learning community in the course teaching, reflecting the emotional interaction of personalized teaching. It's suggested that new approaches to teaching should be student-centered and activity-based, engaging students actively in the learning process, which can promote students' autonomous learning ability and innovative thinking ability.
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Objective To design a full-chain teaching platform for oral and maxillofacial surgery to solve the problems of the traditional teaching mode in medical students'clinical thinking ability,practical operation and evaluation.Methods A full-chain teaching platform for oral and maxillofacial surgery was developed with B/S architecture and front-end and back-end separation mode.The server end was programmed with Java language and the browser was realized with TypeScript language.The teaching platform developed was composed of three functional modules for basic training,practical operation and examination and evaluation.Results The platform developed enabled medical students to observe the whole process of oral and maxillofacial surgery in an immersive environment,and facilitated the practical operation and the evaluation for teaching effects.Conclusion The platform developed effectively standardizes the training of medical students in oral and maxillofacial surgery,improves their theoretical level,thinking ability and practical operation and enhances teaching effects for oral and maxillofacial surgery.[Chinese Medical Equipment Journal,2023,44(10):44-48]
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BACKGROUND: The experimental teaching of pediatric dentistry is a bridge between theoretical study and clinical practice, and virtual simulation technology provides a new method of instruction. METHODS: We built an experimental teaching platform using virtual simulation technology for vital pulpotomy that includes learning and examination modes. A total of 199 students majoring in stomatology in the fourth year at Sun Yat-Sen University were randomly divided into a control group (conventional teaching mode) and an experimental group (virtual simulation experimental teaching model). The teaching effect was evaluated by theoretical and experimental examination. RESULTS: We found that both the theoretical and experimental scores of the experimental group were higher than those of the control group, and the theoretical scores of the experimental group after exposure to the virtual simulation experimental teaching platform were also higher than those before the class, with significant differences (P < 0.05). Feedback from the experimental group after the class indicated that the platform reinforced their theoretical knowledge and greatly improved their mastery of operational skills. CONCLUSIONS: The application of a virtual simulation experimental teaching platform can effectively improve the teaching of pulpotomy.
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Learning , Pulpotomy , Child , Humans , Computer Simulation , Feedback , TeachingABSTRACT
The study was based on the teaching effect of blended teaching of the course of Veterinary Immunology on the U-Massive Open Online Course (UMOOC) platform of Inner Mongolia Minzu University. The students of two classes majoring in veterinary medicine in Inner Mongolia Minzu University were selected to form the traditional teaching group (control group) and the blended teaching group (experimental group), respectively, and the teaching effects were further compared and analyzed. The blended teaching module improved students' active learning attitude along with their ability to grasp knowledge in class, and most students supported to use blended teaching in the future. In conclusion, the UMOOC-based blended teaching methodology stimulated students' active learning attitude toward veterinary immunology and helped to foster innovative consciousness and self-management ability.
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Education, Veterinary , Students , China , Curriculum , Humans , Learning , UniversitiesABSTRACT
The study was based on the teaching effect of blended teaching of the course of Veterinary Immunology on the U-Massive Open Online Course (UMOOC) platform of Inner Mongolia Minzu University. The students of two classes majoring in veterinary medicine in Inner Mongolia Minzu University were selected to form the traditional teaching group (control group) and the blended teaching group (experimental group), respectively, and the teaching effects were further compared and analyzed. The blended teaching module improved students' active learning attitude along with their ability to grasp knowledge in class, and most students supported to use blended teaching in the future. In conclusion, the UMOOC-based blended teaching methodology stimulated students' active learning attitude toward veterinary immunology and helped to foster innovative consciousness and self-management ability.
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Humans , China , Curriculum , Education, Veterinary , Learning , Students , UniversitiesABSTRACT
Online teaching platforms have become a core appealing option for education and information delivery in current pandemic of Coronavirus disease 2019 (COVID-19) among medical professionals. This editorial aims to understand perspective of usability and practicality of audio and video conferencing platforms in the current situation. Review of various available online platforms was done, namely Zoom, Google Meet, Google Classroom, Microsoft Teams, Cisco Webex, Go ToMeet, and Say Namaste highlighting and comparing their essential features, their benefits, the system and operating system in which they are supported, user interface, number of individuals who can participate, price packages, security, customer support, and limitations. Based on this, educational implications are discussed and are a guide to choose a suitable platform as well as suggestion for future research.
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SUMMARY: To investigate if the new morphological practice teaching platform could improve the outcome of anatomy laboratory teaching. Students were randomly divided into two groups taught with two different teaching methods. The two teaching methods used in this study were the traditional teaching model and the innovative teaching model. The teaching outcome including learning satisfaction between the two groups were studied. Both the teaching results and the teaching satisfaction of students in the integrated innovation teaching group were significantly higher than those in the control group. (P < 0.05) This suggests that the new morphological practical teaching platform improves the outcome of anatomy laboratory teaching.
RESUMEN: El objetivo de este estudio fue investigar si la nueva plataforma de enseñanza práctica morfológica podría mejorar el resultado de la enseñanza en el laboratorio de anatomía. Los estudiantes se dividieron aleatoriamente en dos grupos utilizando dos métodos de enseñanza diferentes. Los métodos de enseñanza utilizados fueron el modelo de enseñanza tradicional y el modelo de enseñanza innovador. Se estudió el resultado de la enseñanza, como también la satisfacción con el aprendizaje entre los dos grupos. Tanto los resultados docentes como la satisfacción docente de los estudiantes del grupo de enseñanza de innovación integrada fueron significativamente superiores a los del grupo control (p <0,05). Esto sugiere que la nueva plataforma de enseñanza práctica morfológica mejora el resultado de la enseñanza del laboratorio de anatomía.
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Humans , Male , Female , Adolescent , Adult , Young Adult , Students, Medical/psychology , Education, Medical/methods , Anatomy/educationABSTRACT
Objective:To explore the application and effect of mixed teaching based on Blackboard network teaching platform in basic chemistry teaching.Methods:The study included in 240 undergraduate students majoring in clinical medicine of Batch 2018 as the research subjects, and they were divided into the experimental group and the control group, with 120 students in each group. The control group was taught by the traditional teaching mode, and the experimental group was taught by mixed teaching method based on the Blackboard network teaching platform. A unified test was conducted for both groups of students. At the end of the course, a questionnaire survey was conducted among the students in the experimental group. SPSS 13.0 was used to process the data and independent sample t-test was performed. Results:The overall scores of the experimental group [(76.45 ± 2.62) points] were higher than those of the control group [(65.38 ± 3.09) points], with statistical significance ( t = 19.472, P < 0.001). The experimental group's satisfaction with the mixed teaching method was more than 75%. Conclusion:The mixed teaching method based on Blackboard network teaching platform is helpful to improve the quality and effect of basic chemistry teaching, and improve students' autonomous learning ability.
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Objective@#To explore the application and effect evaluation of the new teaching mode of medical nursing based on mobile teaching platform.@*Methods@#Taking 110 nursing undergraduates from 2015 grade as the control group, 105 nursing undergraduates from 2016 grade were selected as the experimental group. On the basis of the traditional classroom teaching method, the "teaching online" mobile teaching platform was designed and constructed by using WeChat. At the same time, the instructors of internal science theory were invited to join the platform to simultaneously synchronize online teachers, teachers and students, and upload teaching resources. The final examination results of the two groups were compared, and the satisfaction of nursing undergraduates with the teaching of internal medicine nursing was investigated at the end of the semester, and the difference between the new teaching mode and the traditional teaching mode was demonstrated through a comparative study. At the same time, through questionnaires, we can understand the satisfaction of teachers and students in assisting teaching on mobile teaching platforms.@*Results@#The teachers and students had a positive attitude towards the application of mobile teaching platform to assist teaching and platform functions. 6/7 of teachers and 94.3% (99/105) of students supported the promotion of this auxiliary teaching mode. All teachers and most students (92.4%, 97/105) evaluated the participation of teachers in internal medicine theory to improve the teaching effect. After the application of "teaching online" mobile teaching platform, the satisfaction of nursing undergraduates with internal medicine nursing teaching was obviously improved, the overall evaluation of teaching satisfaction in the control group and the experimental group were (4.00±0.42) and (4.83±0.42) points (t =-22.306, P<0.01). The average scores of the final exam in the experimental group (80.90±5.11) points was significantly higher than (74.86±7.37) points in the control group (t=-7.000, P<0.05).@*Conclusion@#The interdisciplinary joint teaching model based on mobile teaching platform can stimulate the students′ enthusiasm for learning and improve teaching satisfaction and learning effect.
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The exploration and practice of the "1 + 10 + 1100000" model of local medical consortium includes three aspects: graded diagnosis and treatment, two-way referral, and dynamic flow; seamless connection between general practice and specialty to realize health management; and establishment of the "community health center-East Hospital-Tongji University" teaching platform.
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Delivery of Health Care/organization & administration , Models, Organizational , China , Community Health Services/organization & administration , General Practitioners/organization & administration , Humans , Program Evaluation , Referral and Consultation/organization & administration , Regional Medical Programs/organization & administration , Tertiary Care Centers/organization & administrationABSTRACT
Poor experience of teacher-student interaction and low user loyalty exist in MOOC (massive open online courses).Therefore,the campus open online courses (COOC),a network teaching platform,was developed to integrate traditional classroom teaching and network teaching and to build an online-offline curriculum system according to professional training scheme of school.The online-offline teaching design and learning evaluation in COOC platform was also developed.The running data of COOC platform showed that the online-offline learning evaluation model has guiding impact on students' learning attitude because it can record the students' learning process and learning effect,which can enhance students' active participation in self-directed learning.The learning evaluation model in COOC is objective and scientific,which is helpful to improve the quality of teaching and learning.
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Objective To explore the value of implementing PBL teaching method through the application of the virtual and simulative teaching platform in the teaching of "physical diagnostics". Methods The students majoring in clinical medicine were divided into experimental group (162 students) and control group (168 students) randomly. PBL teaching method through the application of the virtual and simulative teaching platform was used in the experimental group while the conventional teaching method was used in the control group. The effect of teaching was evaluated by questionnaire and examination and the data were analyzed through Chi-square and t-test. Result Questionnaire survey of satisfaction for the course showed that 92.6％ students (150 students) in experimental group were interested in the new course, 84.6％ students (137 students) felt it could increase the learning interest, and 91.3％ students (148 students) thought it could consolidate the clinical thinking. Statistical difference was found in average score between experiment group and control group in the PBL case analysis assessment examination in the course of"physical diagnostics" [(26.1±5.6) vs. (21.6±4.3), P<0.05]. Conclusion The introduction of virtual and simulative teaching plat-form in the teaching can help students understand truly all kinds of cases in clinical practice and improve the immediacy of teaching and students' initiatives, which is of great significance to the cultivation of students' clinical practice ability and clinical comprehensive thinking skills.
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The paper builds the medical imaging teaching resource platform,elaborates on the organization form of medical imaging teaching resource and design scheme,which includes function design and database design,introduces system implementation and key technology,and points out that the platform is able to provide support of both teaching and scientific research for students,teachers and medical workers,and it is of great application value.
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The article proposes the construction of network course of Chinese Medicine Preparation Analysis based on Black Board network teaching platform. It states the construction of teaching contents, the implementation of Case-Based Learning, the assistant of practical teaching and the formative evaluation. And it is helpful to improve the quality of classroom teaching, stimulate students self-regulated learning, expand their knowledge, improve their practical ability and innovative consciousness.
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The teaching system structure for《multimedia technology》course of health information management was constructed by designing its teaching contents, teaching process, teaching methods, and teaching effect assessment from practical training in classroom and online teaching platform in order to overcome the difficulties in its teaching. Its application in practical teaching showed that it can further expand the teaching space and improve the learning motivation of students by laying stress on the training of their vocational innovative ability.
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This paper analyzes the factors that affect students' autonomous learning from the aspects of teaching interaction,the binding force of curriculum to students,the application of network and electronic products.On the basis of this,we put forward that taking the molecular biology course of biotechnology major and bio-pharmacy Major as a teaching reform template in our university,and based on the network teaching platform of molecular biology,adopt flipped classroom as the main form to improve students' autonomous learning ability,and promote their ability of lifelong learning,so that they can adapt to the development of pharmaceutical biotechnology industry.