With the rapid development of medical imaging technology, there are many corresponding kinds of medical images. The traditional teaching and examination mode based on typical images cannot meet the needs of medical imaging teaching. Therefore, we took the post competence of medical imaging students as the guidance, integrated multidisciplinary medical image resources, and established the human-computer dialogue teaching and examination system for medical images. The system was applied to medical imaging teaching and examination, achieving the standardization and clinical simulation of teaching and examination, and effectively improving the post competence of students. Key words: Medical imaging; Post competency; Human-computer dialogue; Examination
{"title":"Construction of human-computer dialogue teaching and examination system for medical imaging under the guidance of post competence","authors":"Yin Shi, Yinsu Zhu, Yu Zhao, Hai-bin Shi, Xisheng Liu, Liang Qi","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.026","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.026","url":null,"abstract":"With the rapid development of medical imaging technology, there are many corresponding kinds of medical images. The traditional teaching and examination mode based on typical images cannot meet the needs of medical imaging teaching. Therefore, we took the post competence of medical imaging students as the guidance, integrated multidisciplinary medical image resources, and established the human-computer dialogue teaching and examination system for medical images. The system was applied to medical imaging teaching and examination, achieving the standardization and clinical simulation of teaching and examination, and effectively improving the post competence of students. \u0000 \u0000 \u0000Key words: \u0000Medical imaging; Post competency; Human-computer dialogue; Examination","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"230-233"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45747899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.013
Xuehong Chen, Xiuyun Lin, Danlin Yang
Objective To explore the effect of self-learning ability and critical thinking ability in nursing students under mobile teaching mode based on portable classroom platform. Method s Two classes of batch 2015 from nursing college were randomly selected and divided into control group (n=58) and experimental group (n=61). The control group adopted conventional teaching mode, while the experimental group used the same mode in addition to mobile teaching mode based on portable classroom platform. Self-learning ability questionnaire and critical thinking ability scale in Chinese were used to evaluate the teaching effect, and t test was performed to analyze the data using SPSS 19.0. Result s After intervention, scores of different items and the total scores in the self-learning ability scale in the experimental group were higher than those in the control group, with statistical significance (P<0.05); scores of different items and the total scores in the critical thinking ability questionnaire in the experimental group were higher than those in the control group, with statistical significance (P<0.05). Conclusion Mobile teaching mode based on portable classroom platform can improve the self-learning ability and critical thinking ability of nursing students. Key words: Mobile teaching mode; Self-learning ability; Critical thinking ability; Nursing student
{"title":"Cultivation of self-learning ability and critical thinking ability of nursing students under mobile teaching mode","authors":"Xuehong Chen, Xiuyun Lin, Danlin Yang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.013","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.013","url":null,"abstract":"Objective \u0000To explore the effect of self-learning ability and critical thinking ability in nursing students under mobile teaching mode based on portable classroom platform. \u0000 \u0000 \u0000Method \u0000s Two classes of batch 2015 from nursing college were randomly selected and divided into control group (n=58) and experimental group (n=61). The control group adopted conventional teaching mode, while the experimental group used the same mode in addition to mobile teaching mode based on portable classroom platform. Self-learning ability questionnaire and critical thinking ability scale in Chinese were used to evaluate the teaching effect, and t test was performed to analyze the data using SPSS 19.0. \u0000 \u0000 \u0000Result \u0000s After intervention, scores of different items and the total scores in the self-learning ability scale in the experimental group were higher than those in the control group, with statistical significance (P<0.05); scores of different items and the total scores in the critical thinking ability questionnaire in the experimental group were higher than those in the control group, with statistical significance (P<0.05). \u0000 \u0000 \u0000Conclusion \u0000Mobile teaching mode based on portable classroom platform can improve the self-learning ability and critical thinking ability of nursing students. \u0000 \u0000 \u0000Key words: \u0000Mobile teaching mode; Self-learning ability; Critical thinking ability; Nursing student","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"174-178"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44895634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.012
Lei Xu, Yonglin He, Chun Yang
In order to improve the teaching quality of medical microbiology, teachers constructed the syllabus from six levels according to Bloom's taxonomy, including memory, understanding, application, analysis, evaluation and innovation, teaching objectives, teaching methods and lesson preparation. The aim is to stimulate students' enthusiasm for learning and to promote students' ability of deep learning and innovation. Key words: Syllabus; Medical microbiology; Bloom's taxonomy
{"title":"Exploration of Bloom's taxonomy in medical microbiology teaching","authors":"Lei Xu, Yonglin He, Chun Yang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.012","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.012","url":null,"abstract":"In order to improve the teaching quality of medical microbiology, teachers constructed the syllabus from six levels according to Bloom's taxonomy, including memory, understanding, application, analysis, evaluation and innovation, teaching objectives, teaching methods and lesson preparation. The aim is to stimulate students' enthusiasm for learning and to promote students' ability of deep learning and innovation. \u0000 \u0000 \u0000Key words: \u0000Syllabus; Medical microbiology; Bloom's taxonomy","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"170-173"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48340021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.025
K. Tao, Ling Chen, Xue-Rong Miao, Zhi-jie Lu
Objective To explore the application effect of learner-centered, simulation-based training in the clinical operation teaching of anesthesiology. Method s A total of 20 junior students in anesthesiology from a university from 2016 to 2017 were included. In this study, the training of three simulation operations, namely endotracheal intubation, central venous puncture, and arterial catheterization was set up. The self-confidence, operational knowledge, and operational skills before and after the training were assessed through Likert-type questionnaires, multiple-choice tests, and procedural checklists, respectively. Data analyses were performed with the SPSS 16.0. The Wilcoxon signed rank test was applied to compare the self-confidence scores before and after training and the paired t-test was adopted to compare the knowledge and operation scores before and after training. Result s The students' self-confidence, knowledge and operation scores of the three operations were significantly improved after training (P<0.05), with the highest increase in the central venous puncture operation score [(7.55±2.40) vs. (15.55±1.84), P<0.01]. The teaching satisfaction survey showed that 95% of the students felt that the training course was conducive to the operation skills learning and were satisfied with the course of this training. Conclusion The learner-centered, simulation-based training can help the clinical students master the operating skill points quickly and skillfully, and promote the individualized and standardized implementation of the clinical operation skills, thereby improving the clinical teaching effect. Key words: Learner-centered; Simulation-based training; Anesthesiology
{"title":"Learner-centered, simulation-based training to improve the skills of medical students","authors":"K. Tao, Ling Chen, Xue-Rong Miao, Zhi-jie Lu","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.025","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.025","url":null,"abstract":"Objective \u0000To explore the application effect of learner-centered, simulation-based training in the clinical operation teaching of anesthesiology. \u0000 \u0000 \u0000Method \u0000s A total of 20 junior students in anesthesiology from a university from 2016 to 2017 were included. In this study, the training of three simulation operations, namely endotracheal intubation, central venous puncture, and arterial catheterization was set up. The self-confidence, operational knowledge, and operational skills before and after the training were assessed through Likert-type questionnaires, multiple-choice tests, and procedural checklists, respectively. Data analyses were performed with the SPSS 16.0. The Wilcoxon signed rank test was applied to compare the self-confidence scores before and after training and the paired t-test was adopted to compare the knowledge and operation scores before and after training. \u0000 \u0000 \u0000Result \u0000s The students' self-confidence, knowledge and operation scores of the three operations were significantly improved after training (P<0.05), with the highest increase in the central venous puncture operation score [(7.55±2.40) vs. (15.55±1.84), P<0.01]. The teaching satisfaction survey showed that 95% of the students felt that the training course was conducive to the operation skills learning and were satisfied with the course of this training. \u0000 \u0000 \u0000Conclusion \u0000The learner-centered, simulation-based training can help the clinical students master the operating skill points quickly and skillfully, and promote the individualized and standardized implementation of the clinical operation skills, thereby improving the clinical teaching effect. \u0000 \u0000 \u0000Key words: \u0000Learner-centered; Simulation-based training; Anesthesiology","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"225-229"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49382527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.021
Dan Shen, P. Cao, Xujun Ye, Mengxin Cheng, J. Chen, Xiao-dong Tang
The geriatrics department of Zhongnan Hospital covers all subspecialties of internal medicine with six separated wards, so it is difficult to manage and teach the students who participate in standardized training for resident physicians. In the residents' standardized training of geriatrics department, the interactive support platform named micro-teaching assistant was applied to carry out teaching activities such as classroom check-in, classroom testing and classroom discussion of teaching rounds and small lectures. It not only effectively manages the teaching order, but also improves students' enthusiasm and autonomy by encouraging them to participate in classroom interaction actively. The case analysis quiz and interactive discussion have a good effect on consolidating and deepening the students' professional knowledge, and improving the ability of clinical analysis and problem solving. The attendance rates, class discussion and test scores were recorded in a real and objective way, so that teachers can observe the whole process of students' learning and then make a formative assessment. At the same time, teachers are urged to adjust the teaching contents and progress in time, so as to achieve the goal of promoting "teaching" and "learning" mutually. Key words: Micro-teaching assistant; Resident standardized training; Geriatrics department; Auxiliary teaching; Formative assessment
{"title":"Application of \"micro-teaching assistant\" interaction platform in the residents' standardized training of geriatrics department","authors":"Dan Shen, P. Cao, Xujun Ye, Mengxin Cheng, J. Chen, Xiao-dong Tang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.021","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.021","url":null,"abstract":"The geriatrics department of Zhongnan Hospital covers all subspecialties of internal medicine with six separated wards, so it is difficult to manage and teach the students who participate in standardized training for resident physicians. In the residents' standardized training of geriatrics department, the interactive support platform named micro-teaching assistant was applied to carry out teaching activities such as classroom check-in, classroom testing and classroom discussion of teaching rounds and small lectures. It not only effectively manages the teaching order, but also improves students' enthusiasm and autonomy by encouraging them to participate in classroom interaction actively. The case analysis quiz and interactive discussion have a good effect on consolidating and deepening the students' professional knowledge, and improving the ability of clinical analysis and problem solving. The attendance rates, class discussion and test scores were recorded in a real and objective way, so that teachers can observe the whole process of students' learning and then make a formative assessment. At the same time, teachers are urged to adjust the teaching contents and progress in time, so as to achieve the goal of promoting \"teaching\" and \"learning\" mutually. \u0000 \u0000 \u0000Key words: \u0000Micro-teaching assistant; Resident standardized training; Geriatrics department; Auxiliary teaching; Formative assessment","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"208-211"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42256245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.014
Hong-xiao Fan, Yuhong Li, Ji-dong Huang
With the development of cloud computing and artificial intelligence, as well as the popularity of smart phones, information-based and intelligent teaching becomes a new hotspot in the reform of teaching methods. This article made full use of the WeChat public account platform to assist the teaching of Cell Biology; constructed an interactive program including pre-course, in-class and after-class activities by optimizing the content and frequency of the articles, and adjusting the timing of posting the articles; then described how to apply the program to Cell Biology teaching, so as to constantly perfect it in practice. The results of questionnaire survey concluded that students were more willing to read the content of the article posted by the public account when it is presented as "picture + text", the frequency of the articles that meet the students' needs was considered appropriate and the article was popular and well-received if it was posted after class and related to the content of the class. After using Wechat public account in teaching, the teaching effect had been improved and the overall effect was relatively good. In the following courses, on the application of WeChat public account in teaching should be strongly promoted. Key words: Wechat; Teaching public account; Cell Biology
{"title":"Construction and application of Wetchat public account in Cell Biology teaching","authors":"Hong-xiao Fan, Yuhong Li, Ji-dong Huang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.014","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.014","url":null,"abstract":"With the development of cloud computing and artificial intelligence, as well as the popularity of smart phones, information-based and intelligent teaching becomes a new hotspot in the reform of teaching methods. This article made full use of the WeChat public account platform to assist the teaching of Cell Biology; constructed an interactive program including pre-course, in-class and after-class activities by optimizing the content and frequency of the articles, and adjusting the timing of posting the articles; then described how to apply the program to Cell Biology teaching, so as to constantly perfect it in practice. The results of questionnaire survey concluded that students were more willing to read the content of the article posted by the public account when it is presented as \"picture + text\", the frequency of the articles that meet the students' needs was considered appropriate and the article was popular and well-received if it was posted after class and related to the content of the class. After using Wechat public account in teaching, the teaching effect had been improved and the overall effect was relatively good. In the following courses, on the application of WeChat public account in teaching should be strongly promoted. \u0000 \u0000 \u0000Key words: \u0000Wechat; Teaching public account; Cell Biology","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"178-181"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46748498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.011
Hongyu Jin, Lingyun Zhou, P. Qing, Han Wang, Shanyue Qiu, Rui Zeng
Objective To investigate the current situation and underlying problems of English courses in general education for eight-year M.D. Program and to put forward possible solutions. Method s We investigated and interviewed teachers from West China Medical Center who teaches bilingual courses and teachers from College of Foreign Languages and Cultures along with faculty in Education Ministry of Sichuan University, analyzed the problems in English courses and explored measures for improvement. Result s The emphasis students put on English course is satisfactory, but teachers still claim that few students participate actively in class. Therefore, the efficiency of English course should be improved. Conclusion The current status of English course is not ideal, which can be attributed to both teachers and students, so future schemes should be based on these two perspectives. Key words: Eight-year M.D. program; English course; Underlying problems; Solutions
{"title":"Evaluation of the current situation of English courses in eight-year M.D. program and prospect of reform — taking Sichuan University as an example","authors":"Hongyu Jin, Lingyun Zhou, P. Qing, Han Wang, Shanyue Qiu, Rui Zeng","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.011","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.011","url":null,"abstract":"Objective \u0000To investigate the current situation and underlying problems of English courses in general education for eight-year M.D. Program and to put forward possible solutions. \u0000 \u0000 \u0000Method \u0000s We investigated and interviewed teachers from West China Medical Center who teaches bilingual courses and teachers from College of Foreign Languages and Cultures along with faculty in Education Ministry of Sichuan University, analyzed the problems in English courses and explored measures for improvement. \u0000 \u0000 \u0000Result \u0000s The emphasis students put on English course is satisfactory, but teachers still claim that few students participate actively in class. Therefore, the efficiency of English course should be improved. \u0000 \u0000 \u0000Conclusion \u0000The current status of English course is not ideal, which can be attributed to both teachers and students, so future schemes should be based on these two perspectives. \u0000 \u0000 \u0000Key words: \u0000Eight-year M.D. program; English course; Underlying problems; Solutions","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"165-169"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44428440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.020
Jinjin Hao, Guangyao Yang, Yaling Liu, Lin Wang, Lei Li
Objective To explore the effect of flipped classroom teaching method based on micro-lecture in bedside teaching of standardized training in pediatric residents. Method s A total of 30 residents in pediatric rotation were selected as subjects, with 15 subjects in each group. The students in the experimental group carried out the bedside teaching of "flipped classroom based on micro-lectures", while the students in the control group carried out traditional teaching rounds. The bedside teaching of the two groups were conducted every two weeks, and the same cases were selected with the same instructors. Both groups completed the quizzes before the bedside teaching. After six months' training, the difference of training effect between the two groups was compared through the examination (case analysis and clinical skills). Result s The scores of the quizzes in the experimental group were significantly higher than those in the control group (P<0.05). The scores of case analysis and clinical skills in the experimental group were significantly higher than those in the control group (P<0.05), and logical thinking and doctor-patient communication abilities in the experimental group were significantly better than those in the control group(P<0.05). The results of the questionnaire survey in the experimental group showed that the students believed that the new bedside teaching method could promote learning initiative, help to inspire clinical thinking and improve doctor-patient communication abilities. Conclusion Flipped classroom teaching method based on micro-lecture in bedside teaching of pediatric residents not only strengthens their basic theoretical knowledge, but also improves their clinical skills, especially in establishing correct clinical thinking and mastering doctor-patient communication skills. Key words: Micro-lecture; Flipped classroom; Standardized training for residents
{"title":"Flipped classroom teaching method based on micro-lecture in bedside teaching of standardized training in pediatric residents","authors":"Jinjin Hao, Guangyao Yang, Yaling Liu, Lin Wang, Lei Li","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.020","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.020","url":null,"abstract":"Objective \u0000To explore the effect of flipped classroom teaching method based on micro-lecture in bedside teaching of standardized training in pediatric residents. \u0000 \u0000 \u0000Method \u0000s A total of 30 residents in pediatric rotation were selected as subjects, with 15 subjects in each group. The students in the experimental group carried out the bedside teaching of \"flipped classroom based on micro-lectures\", while the students in the control group carried out traditional teaching rounds. The bedside teaching of the two groups were conducted every two weeks, and the same cases were selected with the same instructors. Both groups completed the quizzes before the bedside teaching. After six months' training, the difference of training effect between the two groups was compared through the examination (case analysis and clinical skills). \u0000 \u0000 \u0000Result \u0000s The scores of the quizzes in the experimental group were significantly higher than those in the control group (P<0.05). The scores of case analysis and clinical skills in the experimental group were significantly higher than those in the control group (P<0.05), and logical thinking and doctor-patient communication abilities in the experimental group were significantly better than those in the control group(P<0.05). The results of the questionnaire survey in the experimental group showed that the students believed that the new bedside teaching method could promote learning initiative, help to inspire clinical thinking and improve doctor-patient communication abilities. \u0000 \u0000 \u0000Conclusion \u0000Flipped classroom teaching method based on micro-lecture in bedside teaching of pediatric residents not only strengthens their basic theoretical knowledge, but also improves their clinical skills, especially in establishing correct clinical thinking and mastering doctor-patient communication skills. \u0000 \u0000 \u0000Key words: \u0000Micro-lecture; Flipped classroom; Standardized training for residents","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"203-208"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45915583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.007
Jiali Bao, Chaoyang Zhu
The combination of mathematics and physics with medicine is one of the difficulties in medical education. This paper analyzed seven factors that restricted the combination of mathematics and physics with medicine in current medical education, and explored classroom teaching methods including highlighting key knowledge, problem-guided teaching, logical deduction and experiment and so on in Clinical Application of Medical Device, a course particularly for medical students. In the end, it is concluded that the above methods have improved students' ability of comprehensive application of knowledge, logical thinking and problem-solving, and improved teaching quality. Also, this paper discussed teaching methods to improve the level of the course combining mathematics and physics with medicine. Key words: Medical device; Classroom teaching; Mathematics; Physics; Medicine
{"title":"Exploration of classroom teaching combining mathematics and physics with medicine","authors":"Jiali Bao, Chaoyang Zhu","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.007","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.007","url":null,"abstract":"The combination of mathematics and physics with medicine is one of the difficulties in medical education. This paper analyzed seven factors that restricted the combination of mathematics and physics with medicine in current medical education, and explored classroom teaching methods including highlighting key knowledge, problem-guided teaching, logical deduction and experiment and so on in Clinical Application of Medical Device, a course particularly for medical students. In the end, it is concluded that the above methods have improved students' ability of comprehensive application of knowledge, logical thinking and problem-solving, and improved teaching quality. Also, this paper discussed teaching methods to improve the level of the course combining mathematics and physics with medicine. Key words: Medical device; Classroom teaching; Mathematics; Physics; Medicine","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"148-152"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47368290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.02.024
Liqiang Zhong, Yanhua Luo, Wei Zhou
Objective To explore nursing experimental teaching mode on the basis of simulation technology to improve learning effect. Method s A total of 374 nursing students of Grade 2012 to 2014 were selected as the experimental group, and 292 nursing students of Grade 2010 to 2011 were selected as the control group. The experimental group adopted the comprehensive experimental teaching based on simulation technology, while the control group used traditional teaching. At the end of the course, the experimental group students were surveyed, and the two groups of students were given a unified examination. Data analyses were performed using SPSS 17.0 and the t-test was adopted to analyze the teaching effect for comparison of the two groups. Result s The recovery rate of the questionnaires in the experimental group was 100%, and the satisfaction rate was 95%. Behavioral performance self-evaluation showed that students had high self-evaluation in improving their independent learning ability (3.47±0.63), and low self-esteem in caring for the patient's psychological problems (2.62±0.68). The theoretical score of the experimental group was (77.03±2.55), and the theoretical score of the control group was (71.75±3.49). The difference was statistically significant (P=0.041). Conclusion The comprehensive nursing experiment project on the basis of simulation technology is conducive to promoting students' autonomous learning and improving their comprehensive quality and professional ability. Key words: Simulation teaching; Acute respiratory distress syndrome; Comprehensive nursing experiment
{"title":"Design of comprehensive nursing experiment project based on simulation technology for acute respiratory distress syndrome","authors":"Liqiang Zhong, Yanhua Luo, Wei Zhou","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.02.024","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.02.024","url":null,"abstract":"Objective \u0000To explore nursing experimental teaching mode on the basis of simulation technology to improve learning effect. \u0000 \u0000 \u0000Method \u0000s A total of 374 nursing students of Grade 2012 to 2014 were selected as the experimental group, and 292 nursing students of Grade 2010 to 2011 were selected as the control group. The experimental group adopted the comprehensive experimental teaching based on simulation technology, while the control group used traditional teaching. At the end of the course, the experimental group students were surveyed, and the two groups of students were given a unified examination. Data analyses were performed using SPSS 17.0 and the t-test was adopted to analyze the teaching effect for comparison of the two groups. \u0000 \u0000 \u0000Result \u0000s The recovery rate of the questionnaires in the experimental group was 100%, and the satisfaction rate was 95%. Behavioral performance self-evaluation showed that students had high self-evaluation in improving their independent learning ability (3.47±0.63), and low self-esteem in caring for the patient's psychological problems (2.62±0.68). The theoretical score of the experimental group was (77.03±2.55), and the theoretical score of the control group was (71.75±3.49). The difference was statistically significant (P=0.041). \u0000 \u0000 \u0000Conclusion \u0000The comprehensive nursing experiment project on the basis of simulation technology is conducive to promoting students' autonomous learning and improving their comprehensive quality and professional ability. \u0000 \u0000 \u0000Key words: \u0000Simulation teaching; Acute respiratory distress syndrome; Comprehensive nursing experiment","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"221-225"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42499751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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