Exploration and practice of collaborative teaching in anesthesia nursing / 中华医学教育探索杂志

Objective:To explore the effect of collaborative teaching on anesthesia nursing.Methods:A total of 50 anesthesiology nursing undergraduates were randomly selected from the Batch 2018 of Harbin Medical University as experimental group and control group respectively. The two groups completed the teaching tasks in the same teaching hours. The control group was taught by traditional teaching method. The experimental group was jointly taught by the teaching team composed of anesthesia nursing teachers, humanistic medicine teachers and ideological and political teachers. After the completion of teaching, the two groups of students were surveyed by questionnaire to evaluate the teaching effect. SPSS 22.0 was used Fisher's exact probability test.Results:The questionnaire results showed that in the evaluation of collaborative teaching, the evaluation of expanded ideological, political and humanistic knowledge (96.00%, 48/50), strengthened the understanding of theoretical knowledge (88.00%, 44/50), improved doctor-patient communication ability (90.00%, 45/50), improved clinical strain ability (94.00%, 47/50), and improved professional identity (86.00%, 43/50) of the experimental group was significantly higher than that of the control group ( P<0.05). Conclusion:The collaborative teaching method in anesthesiology nursing course can not only strengthen students' mastery of clinical skills, but also cultivate lofty sense of mission and professional spirit, strengthen doctors' benevolent belief, improve medical students' comprehensive quality in an all-round way, and promote the development of new medical education.

Using Artificial Intelligence-Based Collaborative Teaching in Media Learning.

With the advent of the 5G era, humans must not only learn the knowledge and skills of cross-border integration but must also get to grips with the breadth and efficiency of artificial intelligence (AI) technology in order to jointly overcome current difficulties and create a happy and beautiful life. In this article, we use the example of an elementary school to discuss the decision-making factors that influence teachers when choosing AI technology, where the digital content of schools is imported into artificial intelligence-based collaborative teaching. After discussing the relevant literature, this study will introduce the concept of digital media education, and then compare the development and application of smart technology and human-computer collaborative teaching methods, describing three key aspects and factors that influence elementary school teachers' choice of AI technology. There are 12 evaluation criteria in total. After the completion of expert questionnaires and data analysis, it was found that the main factors affecting teachers' choice of AI technology are "collaborative tasks," "functional characteristics," and "modeling characteristics." In terms of evaluation criteria, the four most important aspects were found to be "learning assistance," "security," "teaching observation," and "record review." The results of this research analysis will help provide a reference for digital content development and individual recommendation services. In future work, this study can further discuss teaching innovations in digital media education, aimed at improving the quality and effectiveness of teaching and learning.

The effectiveness of collaborative teaching in an introductory online radiology session for master of nursing students.

AIM: The study aimed to evaluate the effectiveness of the collaborative teaching of a multi- disciplinary team on the introductory online radiology session for the Master of Nursing students. BACKGROUND: The teaching method for basic radiology reading for the Master of Nursing program was delivered via a 4-hour didactic face-to-face lesson and was ineffective as evidenced by the students' feedback and evaluation. Therefore, a multi-disciplinary team consisting of nursing, medical and radiology staff developed a 4-week online radiology session to enhance knowledge, attitudes and confidence of the Master of Nursing students in interpreting basic chest radiographs, abdominal radiographs and computed tomographic brain scans. METHODS: A quasi-experimental study design using pre-test and post-test was adopted. The effectiveness of the online radiology session was evaluated on the students' knowledge, attitudes, and confidence. Forty Master of Nursing program students completed the pre-test and post-test questionnaires (response rate 74%) and responded to the open-ended questions in the post-test. IBM-SPSS was used to analyse the quantitative data and quantifying qualitative data technique was used to analyse the qualitative data. RESULTS: The participants demonstrated an improvement in knowledge and confidence mean scores of the post-test compared to pre-test. There was improved self-rated proficiency in reading and interpreting a film radiograph but no difference in the way they perceived the importance of radiological investigations vis-à-vis the physical examination and routine laboratory testing. Quantifying quantitative data technique showed that majority of participants appreciated the learning process as it could be done at their own pace and the lectures could be replayed again. However, participants hoped for improved interaction with the tutor during learning and the use of real-life cases in the scenarios. CONCLUSION: Collaborative teaching using an online radiology session shows promise over a traditional didactic method of teaching but requires further refinement in terms of participant interaction and the use of case examples.

Researching on training mode of practical talents for tumor radiotherapy based on interdisciplinary collaborative teaching / 中华医学教育探索杂志

Radiation oncology is a multidisciplinary clinical subject.It is necessary to focus on cultivating practical talents in the development of radiation oncology disciplines.The traditional teacheroriented teaching methods ignore the students' overall learning status and the ability of innovation and thinking.This paper explores improvement measures of training talents from multiple perspectives through an integrative system,which includes interdisciplinary collaborative teaching methods that are supplemented by group discussions,and an open examination way centering on the medical record.Meanwhile,its practical application has also been explored.

[Impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion].

OBJECTIVE: To explore the impacts of collaborative teaching method on the teaching achievement of Acupuncture and Moxibustion. METHODS: Six classes in Hunan University of CM of 2012 grade Chinese medicine department were randomized into an observation group and a control group, 3 classes in each one. In the observation group, the collaborative teaching method was adopted, in which, different teaching modes were used according to the characteristics of each chapter and the study initiative of students was predominated. In the control group, the traditional teaching method was used, in which, the class teaching was the primary and the practice was the secondary in the section of techniques of acupuncture and moxibustion. The results of each curriculum and the total results were compared between the two groups during the whole semester. RESULTS: Compared with the control group, in the observation group, the total achievements of curriculum and case analysis combined with the total result of the theory examination were apparently improved (both P<0.01). CONCLUSIONS: The collaborative teaching method improves the comprehensive ability of students and provides a new approach to the teaching of Acupuncture and Moxibustion.

Impacts of collaborative teaching method on the teaching achievement of / 中国针灸

<p><b>OBJECTIVE</b>To explore the impacts of collaborative teaching method on the teaching achievement of.</p><p><b>METHODS</b>Six classes in Hunan University of CM of 2012 grade Chinese medicine department were randomized into an observation group and a control group, 3 classes in each one. In the observation group, the collaborative teaching method was adopted, in which, different teaching modes were used according to the characteristics of each chapter and the study initiative of students was predominated. In the control group, the traditional teaching method was used, in which, the class teaching was the primary and the practice was the secondary in the section of techniques of acupuncture and moxibustion. The results of each curriculum and the total results were compared between the two groups during the whole semester.</p><p><b>RESULTS</b>Compared with the control group, in the observation group, the total achievements of curriculum and case analysis combined with the total result of the theory examination were apparently improved (both<0.01).</p><p><b>CONCLUSIONS</b>The collaborative teaching method improves the comprehensive ability of students and provides a new approach to the teaching of.</p>