Pub Date : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.018
Lijuan Yang, Lili Lu, H. Ge, Xin Sun, Qi Jing, Yanbo Liu
Objective To explore the application of lecture-based learning (LBL) combined with problem-based learning (PBL) in the teaching of pathophysiology case analysis. Methods The subjects were 62 preventive medicine majors of Grade 2015 and 68 stomatology majors of Grade 2015, and the course content was case analysis. PBL teaching was implemented in the preventive medicine major group and LBL+PBL teaching was implemented in the stomatology major group. Both groups received 6 class hours, among which the LBL+PBL teaching hours were allocated 2 class hours for LBL and 4 class hours for PBL. In addition, the questionnaire was used to evaluate the teaching effects between the two groups, and the descriptive analysis was used to evaluate relevant data lines. Results Eleven students (17.742%) from the preventive medicine major group chose PBL teaching, while 38 students (92.647%) in the stomatology major group held a very positive attitude towards LBL+PBL teaching. It can be seen that the recognition degree of LBL+PBL teaching in the stomatology major group was higher than that of PBL teaching in the preventive medicine major group. Conclusion Since students have received LBL teaching mode for a long time, it is difficult to accept and adapt to PBL teaching in terms of thinking and teamwork. Therefore, in the course of pathophysiology case analysis, LBL+PBL teaching shows a good effect, which is worthy of further exploration. Key words: Pathophysiology; Problem-based learning; Lecture-based learning
{"title":"Practice and exploration of lecture-based learning combined with problem-based learning in pathophysiology teaching","authors":"Lijuan Yang, Lili Lu, H. Ge, Xin Sun, Qi Jing, Yanbo Liu","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.018","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.018","url":null,"abstract":"Objective \u0000To explore the application of lecture-based learning (LBL) combined with problem-based learning (PBL) in the teaching of pathophysiology case analysis. \u0000 \u0000 \u0000Methods \u0000The subjects were 62 preventive medicine majors of Grade 2015 and 68 stomatology majors of Grade 2015, and the course content was case analysis. PBL teaching was implemented in the preventive medicine major group and LBL+PBL teaching was implemented in the stomatology major group. Both groups received 6 class hours, among which the LBL+PBL teaching hours were allocated 2 class hours for LBL and 4 class hours for PBL. In addition, the questionnaire was used to evaluate the teaching effects between the two groups, and the descriptive analysis was used to evaluate relevant data lines. \u0000 \u0000 \u0000Results \u0000Eleven students (17.742%) from the preventive medicine major group chose PBL teaching, while 38 students (92.647%) in the stomatology major group held a very positive attitude towards LBL+PBL teaching. It can be seen that the recognition degree of LBL+PBL teaching in the stomatology major group was higher than that of PBL teaching in the preventive medicine major group. \u0000 \u0000 \u0000Conclusion \u0000Since students have received LBL teaching mode for a long time, it is difficult to accept and adapt to PBL teaching in terms of thinking and teamwork. Therefore, in the course of pathophysiology case analysis, LBL+PBL teaching shows a good effect, which is worthy of further exploration. \u0000 \u0000 \u0000Key words: \u0000Pathophysiology; Problem-based learning; Lecture-based learning","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"78-82"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42844249","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}
Objective To analyze the reform of improving the teaching effects of nursing college students' practical training. Methods Cluster sampling method was used to select 396 nursing college students in a higher nursing school as the research objects, with 197 in experimental group and 199 in control group. Self-directed learning was adopted in practical teaching of surgical nursing in the students in experimental group, and traditional surgery teaching was adopted in control group. Self-rating scale of self-directed learning (SRSSDL) was used every 3 months during the period. The students' self-directed learning ability was measured dynamically, and the scores of practical examination and course satisfaction were compared between the two groups. The data were statistically analyzed by repeated measures analysis of variance and independent sample t-test using SPSS 17.0. Results The scores of repeated measurement of SRSSDL in the experimental group were higher than those in the control group (F=16.237, P=0.016). Except for the common surgical instruments module (P=0.056), the scores of practical training examination in the experimental group were higher than those in the control group, and the differences were statistically significant (P<0.01 for the operating room nursing module, P=0.005 for the wound nursing module, P<0.01 for the enterostomy nursing module). The students' satisfaction with the overall curriculum in the experimental group was higher than that in the control group. Conclusion Self-directed learning in the teaching of nursing practice can effectively enhance comprehensive ability and quality of students based on self-directed learning ability, and improve the teaching effect of practical training courses. Key words: Self-rating scale of self-directed learning; Nursing training; Educational reform
{"title":"Application research of self-rating scale of self-directed learning in nursing training","authors":"Chunhua Li, Jingru Yang, Cuixia Zhao, Lirong Luo, Li Li, Xueyan Zeng","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.026","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.026","url":null,"abstract":"Objective \u0000To analyze the reform of improving the teaching effects of nursing college students' practical training. \u0000 \u0000 \u0000Methods \u0000Cluster sampling method was used to select 396 nursing college students in a higher nursing school as the research objects, with 197 in experimental group and 199 in control group. Self-directed learning was adopted in practical teaching of surgical nursing in the students in experimental group, and traditional surgery teaching was adopted in control group. Self-rating scale of self-directed learning (SRSSDL) was used every 3 months during the period. The students' self-directed learning ability was measured dynamically, and the scores of practical examination and course satisfaction were compared between the two groups. The data were statistically analyzed by repeated measures analysis of variance and independent sample t-test using SPSS 17.0. \u0000 \u0000 \u0000Results \u0000The scores of repeated measurement of SRSSDL in the experimental group were higher than those in the control group (F=16.237, P=0.016). Except for the common surgical instruments module (P=0.056), the scores of practical training examination in the experimental group were higher than those in the control group, and the differences were statistically significant (P<0.01 for the operating room nursing module, P=0.005 for the wound nursing module, P<0.01 for the enterostomy nursing module). The students' satisfaction with the overall curriculum in the experimental group was higher than that in the control group. \u0000 \u0000 \u0000Conclusion \u0000Self-directed learning in the teaching of nursing practice can effectively enhance comprehensive ability and quality of students based on self-directed learning ability, and improve the teaching effect of practical training courses. \u0000 \u0000 \u0000Key words: \u0000Self-rating scale of self-directed learning; Nursing training; Educational reform","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"115-120"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42996021","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 : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.010
Yanquan Liu, Hua-rong Zhou, H. Fu, J. Li, Jianzhen Shen
Virtual reality technology is a technology that creates a visual environment for people to experience through computer simulation, with features of immersion, interaction and imagination. This technology was used in engineering mechanics and urban planning in early times In medicine, diagnostics serves as a bridge for medical students to transit from basic medicine to clinical medicine. Using virtual reality technology to produce standardized patients (SPs) allows medical students to simulate the role of clinicians in the classroom, complete the diagnosis and treatment for virtual patients using various electronic media and the mastered theoretical knowledge of diagnostics, set up simulation training and online-and-offline teaching according to the diagnostic course standards which compensates the disadvantages in traditional medical teaching. Virtual reality technology has practical significances for cultivating medical students' clinical skills and thinking through procedural process evaluation, real-time feedback, etc.. This paper will discuss the prospect of virtual reality technology, its application as well as its advantages in diagnostic teaching. Key words: Virtual reality technology; Diagnostics; Teaching application
{"title":"Application of virtual reality technology on diagnostic teaching","authors":"Yanquan Liu, Hua-rong Zhou, H. Fu, J. Li, Jianzhen Shen","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.010","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.010","url":null,"abstract":"Virtual reality technology is a technology that creates a visual environment for people to experience through computer simulation, with features of immersion, interaction and imagination. This technology was used in engineering mechanics and urban planning in early times In medicine, diagnostics serves as a bridge for medical students to transit from basic medicine to clinical medicine. Using virtual reality technology to produce standardized patients (SPs) allows medical students to simulate the role of clinicians in the classroom, complete the diagnosis and treatment for virtual patients using various electronic media and the mastered theoretical knowledge of diagnostics, set up simulation training and online-and-offline teaching according to the diagnostic course standards which compensates the disadvantages in traditional medical teaching. Virtual reality technology has practical significances for cultivating medical students' clinical skills and thinking through procedural process evaluation, real-time feedback, etc.. This paper will discuss the prospect of virtual reality technology, its application as well as its advantages in diagnostic teaching. \u0000 \u0000Key words: \u0000Virtual reality technology; Diagnostics; Teaching application","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"46-49"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42207197","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 : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.011
M. Zhang, Yihong Wang, Shuwen Shi, W. Han, Xiaomin Wang
Zhejiang University began to recruit eight-year clinical students since 2005. Since then, Zhejiang University learned from the experience of foreign medical education, reformed and innovated and formed a distinctive curriculum system and training pattern for eight-year medical training, that named as "Doctoring". "Doctoring" is a course that focuses on the education of students' comprehensive quality and ability. Its main contents are the basic knowledge about human health, disease and medical development. With the use of advanced and scientific teaching concept and teaching mode, students were able to study the doctor-patient communication and interpersonal skills, and use medical knowledge and practice skills required for clinical work. And the students also had the opportunity to demonstrate the ability to solve problems in the foundation of life-long learning. "Doctoring" is more than a simple course for teaching medical professional knowledge. Key words: Eight-year clinical students; Doctoring; Teaching practice; Curriculum Revolution
{"title":"Exploration on the \"Doctoring\" training for eight-year medical education","authors":"M. Zhang, Yihong Wang, Shuwen Shi, W. Han, Xiaomin Wang","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.011","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.011","url":null,"abstract":"Zhejiang University began to recruit eight-year clinical students since 2005. Since then, Zhejiang University learned from the experience of foreign medical education, reformed and innovated and formed a distinctive curriculum system and training pattern for eight-year medical training, that named as \"Doctoring\". \"Doctoring\" is a course that focuses on the education of students' comprehensive quality and ability. Its main contents are the basic knowledge about human health, disease and medical development. With the use of advanced and scientific teaching concept and teaching mode, students were able to study the doctor-patient communication and interpersonal skills, and use medical knowledge and practice skills required for clinical work. And the students also had the opportunity to demonstrate the ability to solve problems in the foundation of life-long learning. \"Doctoring\" is more than a simple course for teaching medical professional knowledge. \u0000 \u0000Key words: \u0000Eight-year clinical students; Doctoring; Teaching practice; Curriculum Revolution","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"50-53"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42950359","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 : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.001
Zhe Jin, Rui He, X. Qi, Hai-chao Li
Mastery learning is a competency-based mixed education method, which divides complex medical education contents into several teaching units according to the degree of difficulty and sets minimum passing standard for each teaching unit. Formative assessment was used to evaluate whether the learners had reached the mastery standard and finally mastered the knowledge through pass-continue or fail-repeat approach. The learners who had reached the mastery standard were usually able to use their knowledge more freely in clinical practice, and were able to accomplish more complex tasks through their own judgment with less supervision. Key words: Mastery learning; Competency; Deliberate practice; Feedback; Reflective discussion
{"title":"Application of \"mastery learning\" in medical education","authors":"Zhe Jin, Rui He, X. Qi, Hai-chao Li","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.001","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.001","url":null,"abstract":"Mastery learning is a competency-based mixed education method, which divides complex medical education contents into several teaching units according to the degree of difficulty and sets minimum passing standard for each teaching unit. Formative assessment was used to evaluate whether the learners had reached the mastery standard and finally mastered the knowledge through pass-continue or fail-repeat approach. The learners who had reached the mastery standard were usually able to use their knowledge more freely in clinical practice, and were able to accomplish more complex tasks through their own judgment with less supervision. \u0000 \u0000Key words: \u0000Mastery learning; Competency; Deliberate practice; Feedback; Reflective discussion","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47389158","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 : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.013
Fanglu Wang, Z. Yi, Yurong Fu
To solve problems of clinical medical students from grade 2015 and grade 2016 in self-learning awareness and habits, Weifang Medical University had taken some important measures, such as strengthening education concept, innovating teaching methods, establishing and improving teaching management system, creating a good learning environment and so on, which improved students' self-discipline, enthusiasm and ability of practice and innovation, enhanced excellent students' influence, and provided references to improve teaching quality and medical students' ability of independent learning. Key words: Basic medical curriculum teaching; Self-learning ability; Problems; Strategies; Effects
{"title":"Practice on the improvement of students' self-learning ability in basic medical curriculum","authors":"Fanglu Wang, Z. Yi, Yurong Fu","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.013","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.013","url":null,"abstract":"To solve problems of clinical medical students from grade 2015 and grade 2016 in self-learning awareness and habits, Weifang Medical University had taken some important measures, such as strengthening education concept, innovating teaching methods, establishing and improving teaching management system, creating a good learning environment and so on, which improved students' self-discipline, enthusiasm and ability of practice and innovation, enhanced excellent students' influence, and provided references to improve teaching quality and medical students' ability of independent learning. \u0000 \u0000Key words: \u0000Basic medical curriculum teaching; Self-learning ability; Problems; Strategies; Effects","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"57-61"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48020248","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 : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.007
ZiYun Wang, Jingyuan Yang, Yan Geng
Modern medical education in the United States starts early and is in the leading position in the world. Learning the framework of current medical education and the relevant experience in the United States will help us improve the teaching system in medical colleges and universities in China. The University of Nebraska Medical Center (UNMC) in the United States has rich teaching resources, various forms of lessons and adopts diversified teaching methods such as traditional lectures, flipped classroom, role playing and so on. Due to its advanced teaching system, teachers can carry out classroom tests conveniently and quickly so as to promote students' self-learning. Guest lectures given by front-line staff from Department of Health and Human Services, hospitals and laboratories are a common teaching model in UNMC. In addition, the construction of multidisciplinary education platform is of great reference value in improving the public health education and medical curriculum system in China. Key words: Public health; Teaching reform; Medical education; Multidisciplinary education platform
{"title":"A comparative study of public health education and its related curriculum teaching between China and America","authors":"ZiYun Wang, Jingyuan Yang, Yan Geng","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.007","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.007","url":null,"abstract":"Modern medical education in the United States starts early and is in the leading position in the world. Learning the framework of current medical education and the relevant experience in the United States will help us improve the teaching system in medical colleges and universities in China. The University of Nebraska Medical Center (UNMC) in the United States has rich teaching resources, various forms of lessons and adopts diversified teaching methods such as traditional lectures, flipped classroom, role playing and so on. Due to its advanced teaching system, teachers can carry out classroom tests conveniently and quickly so as to promote students' self-learning. Guest lectures given by front-line staff from Department of Health and Human Services, hospitals and laboratories are a common teaching model in UNMC. In addition, the construction of multidisciplinary education platform is of great reference value in improving the public health education and medical curriculum system in China. \u0000 \u0000Key words: \u0000Public health; Teaching reform; Medical education; Multidisciplinary education platform","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"32-37"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45913017","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 : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.002
Liang Zhang, Min Zhou, Peifeng He, Yanhua Lü
Thanks to the comprehension of health data literacy courses in medical colleges and universities at home and abroad, this paper proposed a multi-level health data literacy education system featuring knowledge maps for undergraduates, postgraduates and students majoring in medical informatics, from basic knowledge of health data, basic technology of knowledge maps, analysis methods and tools, application of knowledge maps and health data ethics. The study results have positive significances for improving students' data processing ability in medical colleges and universities, and promoting medical development fundamentally. Key words: Health data literacy; Knowledge map; Medical college; Education system
{"title":"Construction of health data literacy education system characterized by knowledge map","authors":"Liang Zhang, Min Zhou, Peifeng He, Yanhua Lü","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.002","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.002","url":null,"abstract":"Thanks to the comprehension of health data literacy courses in medical colleges and universities at home and abroad, this paper proposed a multi-level health data literacy education system featuring knowledge maps for undergraduates, postgraduates and students majoring in medical informatics, from basic knowledge of health data, basic technology of knowledge maps, analysis methods and tools, application of knowledge maps and health data ethics. The study results have positive significances for improving students' data processing ability in medical colleges and universities, and promoting medical development fundamentally. \u0000 \u0000Key words: \u0000Health data literacy; Knowledge map; Medical college; Education system","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"7-11"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49335738","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 : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.008
Min Wei, Yachao Li, Z. Zeng, Qin Xue, Weizhong Chen
Objective To explore the effects of "2+1" PAD class based on online course in medical statistics undergraduate teaching. Methods A total of 326 clinical undergraduates who took medical statistics in the spring term of 2017 were randomly divided into experimental group (n=186) and control group (n=140). Students in the experimental group were taught by "2+1" teaching method, which included self-study on line, classroom teaching, discussion and so on. While students in the control group were taught traditionally. Feedbacks about the teaching progress and effects from the students in the two groups were compared. SAS 9.4 was used for quantitative data description, t-test and rank sum test. Results according to the students, the online-based "2+1" teaching method paid more attention to interdisciplinarity than traditional method (P<0.01), and the new teaching method was more beneficial for the improvement of students' capacity (P=0.008) and more conducive for students to engaging in scientific research (P=0.012). Students in the experimental group had higher overall satisfaction scores (P<0.01) and better ability for solving comprehensive problems (P<0.01). Conclusion The "2+1" PAD class teaching model based on online courses has more advantages than traditional teaching methods does, which should be recommended and adopted in undergraduate teaching. Key words: Higher education; PAD class; Teaching effect
{"title":"Application of \"2+1\" PAD class based on online course in medical statistics undergraduate teaching","authors":"Min Wei, Yachao Li, Z. Zeng, Qin Xue, Weizhong Chen","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.008","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.008","url":null,"abstract":"Objective \u0000To explore the effects of \"2+1\" PAD class based on online course in medical statistics undergraduate teaching. \u0000 \u0000 \u0000Methods \u0000A total of 326 clinical undergraduates who took medical statistics in the spring term of 2017 were randomly divided into experimental group (n=186) and control group (n=140). Students in the experimental group were taught by \"2+1\" teaching method, which included self-study on line, classroom teaching, discussion and so on. While students in the control group were taught traditionally. Feedbacks about the teaching progress and effects from the students in the two groups were compared. SAS 9.4 was used for quantitative data description, t-test and rank sum test. \u0000 \u0000 \u0000Results \u0000according to the students, the online-based \"2+1\" teaching method paid more attention to interdisciplinarity than traditional method (P<0.01), and the new teaching method was more beneficial for the improvement of students' capacity (P=0.008) and more conducive for students to engaging in scientific research (P=0.012). Students in the experimental group had higher overall satisfaction scores (P<0.01) and better ability for solving comprehensive problems (P<0.01). \u0000 \u0000 \u0000Conclusion \u0000The \"2+1\" PAD class teaching model based on online courses has more advantages than traditional teaching methods does, which should be recommended and adopted in undergraduate teaching. \u0000 \u0000 \u0000Key words: \u0000Higher education; PAD class; Teaching effect","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"37-41"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46369669","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 : 2020-01-20DOI: 10.3760/CMA.J.ISSN.2095-1485.2020.01.003
Yunna Song
Based on the current situation of education reform in China and teaching problems in medical colleges and universities, STEAM education, a discovery teaching method, can effectively supplement the deficiencies of traditional education in China. STEAM education has exerted profound influences on the education of various disciplines at home and abroad, and has also brought profound enlightenment to medical education. In the era of education informatization 2.0, reform on teaching models including experiential teaching model, project-and-problem-based teaching model, flipped classroom teaching model etc. have been investigated; STEAM education has also put forward higher requirements for teaching staff and teaching techniques. Combined with the successful experience of the United States, STEAM education provided online and offline trainings on professional knowledge and skills and for teachers in medical education. At the same time, massive network resources were used effectively to build a teaching environment with a variety of real-time interactive information. In the end, the integration of multiple disciplinary knowledge in Qiqihar Medical University was discussed and an initiative of writing a series of textbooks with characteristics of STEAM education according to different diseases was planned to make beneficial attempts in the construction of medical teaching models. Key words: STEAM education; Medical education; Teaching model
{"title":"Enlightenment of STEAM education to the teaching model of medical education","authors":"Yunna Song","doi":"10.3760/CMA.J.ISSN.2095-1485.2020.01.003","DOIUrl":"https://doi.org/10.3760/CMA.J.ISSN.2095-1485.2020.01.003","url":null,"abstract":"Based on the current situation of education reform in China and teaching problems in medical colleges and universities, STEAM education, a discovery teaching method, can effectively supplement the deficiencies of traditional education in China. STEAM education has exerted profound influences on the education of various disciplines at home and abroad, and has also brought profound enlightenment to medical education. In the era of education informatization 2.0, reform on teaching models including experiential teaching model, project-and-problem-based teaching model, flipped classroom teaching model etc. have been investigated; STEAM education has also put forward higher requirements for teaching staff and teaching techniques. Combined with the successful experience of the United States, STEAM education provided online and offline trainings on professional knowledge and skills and for teachers in medical education. At the same time, massive network resources were used effectively to build a teaching environment with a variety of real-time interactive information. In the end, the integration of multiple disciplinary knowledge in Qiqihar Medical University was discussed and an initiative of writing a series of textbooks with characteristics of STEAM education according to different diseases was planned to make beneficial attempts in the construction of medical teaching models. \u0000 \u0000Key words: \u0000STEAM education; Medical education; Teaching model","PeriodicalId":56557,"journal":{"name":"中华医学教育探索杂志","volume":"19 1","pages":"12-17"},"PeriodicalIF":0.0,"publicationDate":"2020-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49575041","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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