妇产科学双语教学查房中PBL教学方法应用效果观察

目的观察妇产科学双语教学查房中PBL教学法的应用效果。方法60名实习本科生,随机分为PBL教学组和对照组各30例。PBL教学组采用PBL教学模式进行双语教学查房,对照组采用常规教学模式。实习结束时对两组学生妇产科专业英语水平（包括听力、阅读和翻译）和临床实践能力（包括临床思维能力、医疗文书撰写能力）进行考核并评分。结果PBL教学组学生妇产科专业英语水平和临床实践能力均优于对照组（P均〈0．05）。结论妇产科学双语教学查房中PBL教学法的应用效果满意。     

虚拟现实技术在膝关节镜手术教学中的应用

目的 探讨虚拟现实技术（VR）在膝关节镜手术临床教学中的应用效果。方法 通过选取北京中医药大学2019年4月至2019年7月期间在我科培训的学员,共60人,随机分为VR教学组和传统教学组。VR教学组采取虚拟现实技术教学,传统教学组采取多媒体课件教学。采用理论考核和实践考核两种方式综合对学生学习效果进行评估。另外,采用调查问卷评估学生学习的主动性、感兴趣度、课程满意度、三维空间感和虚拟交互性等体验。结果 VR教学组的三次操作考核操作成绩分别为（93.87±2.58）分、（91.97±1.85）分、（90.97±2.43）分,均高于传统教学组（89.07±2.74）分、（84.87±2.96）分、（82.47±7.21）分,组间比较差异有统计学意义（P＜0.05）。调查问卷结果,VR教学组（8.90±1.01）对此次学习更感兴趣,课程满意度（8.47±1.12）、三维空间感（8.53±1.02）和虚拟交互性（8.17±1.16）优于传统教学组,组间比较差异具有统计学意义（P＜0.05）。但两组理论成绩相差不大,即VR对关节镜理论知识掌握度与传统教学相差不大,差异无统计学意义（P＞0.05）。结论 虚拟现实技术不仅有助于提高学生对骨科临床实习的兴趣,提高学生的三维空间感,还提高了骨科临床教学质量。     

分段式思维导图有利于牙体解剖学课程中构建口腔医学生的空间记忆能力

目的 运用分段式融入系统内部知识构架的思维导图，探讨对于构建口腔医学生牙体解剖学空间记忆能力的应用效果。方法 在我校 2016 级口腔医学专业 121 名学生中实施，选取口腔解剖生理学中牙体解剖这一章节，应用 Mindjet MindManager 2019 软件制作分段式牙体解剖思维导图，导图实验组（60人）在教学过程中分为3个阶段：课前预习阶段（着重知识点概括）；理论授课阶段（着重知识点细化）；课后复习阶段（着重知识点联系）。而传统教学组（61人）采用一般讲解的传统方法。授课内容结束后比较分析两组的理论笔试和实训考核成绩，同时使用临床记忆量表对两组学生进行记忆能力的测试分析。结果 导图实验组在理论考核中的成绩总分、主观题成绩优于传统教学组（P<0.05），在实训考核的成绩总分、牙体识别成绩优于传统教学组（P<0.05），而两组的理论客观题成绩和实训牙体雕刻成绩差异则无统计学意义（P>0.05）；两组在分段式思维导图教学方法实施后的临床记忆量表分项测试指标中，图像自由记忆、无意义图形再认和人像特点联想回忆评分比较，导图实验组评分均较传统教学组明显提高（P<0.05），而在指向记忆和联想学习的评分比较中，两组差异则无统计学意义（P>0.05）。 结论 相比传统的教学方法，分段式思维导图在学生空间思维构建中起到加强逻辑性记忆的作用，有利于学生探索知识点间的关联性，构建较为完整的知识体系。     

利用3D病理解剖模型提高外科学教学效果探讨

目的 探讨3D病理解剖模型在临床外科教学中的应用价值，为外科教学拓展新方向。方法 将93名2019年～2023年在我院临床外科实习的5年制临床医学专业本科生作为研究对象。将全部实习医生随机分为传统2D影像教学组和3D病理解剖模型教学组，对比分析两组实习医生的理论考试成绩、临床能力考核情况，以及其对相应教学模式的满意度。结果 接受3D病理解剖模型教学的同学的理论考试成绩和临床考核能力均明显高于传统2D影像教学组（P均<0.05），实习医生对3D病理解剖模型教学的满意度也高于接受2D影像教学实习医生的满意度（P均<0.05）。结论 3D病理解剖模型教学可显著提高临床外科的教学质量，值得在临床教学中推广。     

基于网络教学平台的PDG教学模式在人体生理学教学中的应用研究

目的:分析基于网络教学平台的PDG(Problem-discuss-guidance)教学模式在人体生理学教学中的应用的效果。方法:随机选取我校2018级临床医学专业四个班的216名学生作为研究对象,完全随机分组法分成两组,对照组和实验组(n=108)。1.2班是对照组;3.4班是实验组。对照组接受传统教学法,实验组接受PDG教学法。借助试卷理论考核成绩和问卷调查两种指标进行教学效果的评价和比较。结果:总体上,PDG组优于传统教学组(P0.01)。结论:PDG教学模式可以提高学生综合分析、解决问题能力,团队协作能力和自主学习能力,在医学生理学教学中具有可推广型。     

基于“网络平台”的动态评价在高职高专生理学教学中的应用探讨

目的:探讨基于"网络平台"的动态评价在高职高专临床专业生理学教学中的应用。方法:随机抽取我校2017级临床专业四个班,采用随机分组的方式分成两组(n=120),一组采用基于网络平台的课堂设计进行讲授课程,另一组采用传统教学方式进行教学,将两组的一学期成绩进行比较,并通过问卷调查了解学生对此方法的评价。结果:在高职高专临床专业生理学教学中采用基于"网络平台"的动态评价的教学方法切实提高了学生的学习效果平均成绩、及格率与优秀率比对照组显著提高。并且基于"网络平台"的动态评价的教学方法在提升学生的学习兴趣、强化基础理论治安是、提高自主学习能力和提高学生的分析和解决问题能力方面均优于传统教学组(P0.05)。结论:基于"网络平台"的动态评价的教学方法优于传统单一授课方式。     

基于雨课堂的翻转课堂在医学免疫学中的应用效果评价北大核心CSCD

目的:探讨基于雨课堂的翻转课堂在医学免疫学中的应用效果,分析学生自主学习与教学效果的相关性。方法:选取本校2019级临床专业139名本科生作为研究对象,实验班(64人)采用基于雨课堂的翻转课堂教学模式,对照班(75人)采用传统教学模式。完成教学后,通过成绩考核和问卷调查的形式比较两班教学效果,并对雨课堂监测数据进行统计分析。结果:实验班阶段成绩显著优于对照班(P<0.01)。实验班在自主学习环节中课件观看率、慕课观看率和习题作答率三方面均高于对照班(P<0.01)。教学满意度问卷调查显示,实验班在提高学生学习兴趣,增强自主学习、学习方式便捷和多样、理解重难点内容、临床应用、增强师生互动及团队合作方面优于对照班(P<0.05),且教学满意度与课件观看率、慕课观看率和习题作答率呈正相关(r=0.506,P=0.0001;r=0.335,P=0.0001;r=0.324,P=0.0001)。结论:基于雨课堂的翻转课堂教学模式可促进学生自主学习环节,提升医学免疫学的教学效果。     

PBL教学法在民族药学专业《人体解剖生理学》中的应用

目的:探究PBL教学法在民族药学专业《人体解剖生理学》课程中的教学效果。方法:选择藏药学和彝药学专业两个年级共142人,分为传统教学组（n=69）和PBL教学组（n=73）,进行教育实验研究,采用考试及问卷调查对教学效果进行统计分析。结果:采用PBL教学法同学的期末考试成绩明显优于采用传统教育法的同学（P<0.05）,特别是平时成绩有显著提高,表现在解决实际问题、自我解决问题和学习、自我控制、团队合作的能力大大提高等多方面。结论:在民族药学专业的人体解剖生理学中采用PBL教学法比传统教育法更能激发学生的学习主动性,为应用型创新型人才的培养打下坚实基础。     

数字化切片库建立前后学生实验考试成绩对比分析

目的研究教学切片数字化对学生组织学实验考试成绩的影响。方法对我校2012级临床医学专业学生采用数字化切片辅助实验教学,2011级临床医学专业学生采用传统玻片示教观察,比较两组学生实验成绩。结果2012级学生实验成绩明显高于2011级学生成绩。结论建立数字化切片库能够提高实验教学效果和学生学习能力。     

LBL+CBL+PBL"三轨教学模式"在《护理伦理学》教学中的效果研究

目的 评价LBL+CBL+PBL"三轨教学模式"在<护理伦理学>教学中的效果.方法 将湘南学院2009级护理学本科学生随机分成3组即LBL教学组、 LBL+CBL教学组和LBL+CBL+PBL教学组.结果 问卷调查结果 显示:LBL+CBL+PBL教学组在提高学生学习兴趣,促进知识掌握,培养沟通能力、自学能力及解决问题能力方面均高于LBL+CBL教学组和LBL教学组,且差异有显著意义(P＜0.05).课程考核结果 显示:LBL+CBL+PBL教学组考核总成绩优于其它两组.结论 LBL+CBL+PBL"三轨教学模式"的应用能较好的提高学生学习兴趣,促进知识掌握,培养沟通和交流能力、自学能力及分析和解决问题的能力.     

The incremental value of internet-based instruction as an adjunct to classroom instruction: a prospective randomized study.

PURPOSE: Computer-based methods of instruction offer the possibility of helping medical students to learn clinical skills and professionalism. Without rigorous documentation of its pedagogic advantages, the utility of Internet-based teaching is not solidly grounded. The authors carried out a prospective, randomized study of educational outcomes, comparing a traditional classroom course in clinical ethics with the same course supplemented by Internet-based discussion. METHODS: Introduction to Clinical Ethics is a sophomore medical school course that teaches a specific method for analyzing clinical ethical problems. One sophomore class was randomly assigned to either classroom teaching alone (traditional group; n = 65) or classroom teaching supplemented with Internet-based discussions of cases illustrating ethical issues (Internet component group; n = 62). A final case analysis comprehensively evaluated students' understanding of the analytic method taught in the course. Grades for both groups on the final case analyses, which were rated by two external reviewers, were compared. RESULTS: The students' understanding of ethical analysis, as measured by grades of external reviewers on the final paper, was significantly higher for those in the course with the Internet component than it was for those in the traditional course (3.0 +/- 0.6 and 2.6 +/- 0.7, respectively; p <.005). CONCLUSION: The study documents the incremental value of Internet-based teaching of clinical ethics to sophomore medical students.     

翻转课堂结合案例式教学模式在局部解剖学中的应用

目的分析翻转课堂结合案例教学模式在局部解剖学教学中的应用效果。方法随机选择潍坊医学院2016级临床医学专业4个班级为研究对象,两个班为实验班,另外两个班为对照班。实验班采取“翻转课堂+案例式教学”的模式,对照班全程采取传统授课方式。教学结束后通过考试及调查问卷等方法,评价两种教学模式的教学效果。结果实验班学生理论考试主观题得分、总成绩、期中测验成绩、平时成绩及最终学习成绩均高于对照班(P<0.05)。问卷调查结果显示:实验班学生在激发学习积极性、培养自主学习和临床思维能力、提高分析和解决问题能力等方面高于对照班(P<0.05)。结论在局部解剖学教学中采用翻转课堂结合案例教学模式,可以提高教学效果,对于局部解剖学教学改革具有较大启发。     

Traditional and virtual microscopy compared experimentally in a classroom setting

The technology known as virtual microscopy is now widely available to medical students. A number of medical school histology and pathology course directors, including those at the Eastern Virginia Medical School, are exploring the question of how best to make use of this new tool. The current study compared the efficacy of teaching and testing one unit of histology, bone and cartilage, using two technologies, namely, virtual microscopy and traditional microscopy. Additionally, the study examined whether low, moderate, high moderate, or high achieving students perform more effectively in any of the learning/testing formats. In a completely randomized block design, 96 first semester, first-year medical students were grouped by previous exam quartiles then subsequently randomly assigned to one of four groups. Using identical laboratory exercises with highly comparable slides for each experimental group, half of the subjects learned the exercise with traditional microscopy and half learned with virtual microscopy. Subjects were further randomly subdivided into virtual or actual testing groups. The authors found no significant differences in test scores when they examined effects by learning group or by testing group, nor were there significant interaction effects. Student performance evaluated by previous exam quartile was significant (P < 0.001). That is, students who had scored in a particular quartile on a previous test tended to score in the same quartile on the bone and cartilage test regardless of learning or testing method. In a short opinion survey, students were polled to evaluate their experience. Student preferences for both learning and testing method varied widely.     

混合式教学法在本科生生物化学教学中的应用

目的坚持"以本为本"为核心,在生物化学教学中,充分活跃课堂气氛,激发学生的学习兴趣,提高学生的学习自主性,逐渐建立意义建构的思维模式,提高教学效果。方法采用临床病例导课法、以问题为导向的教学方法(PBL)与以授课为基础的教学方法(LBL)双轨教学法、"雨课堂"及思维导图归纳法等教学方法,并采用终结性评价与形成性评价相结合的考核方式。结果混合式教学方法使课堂教学形式多样化、丰富化,并且能够提高学生的学习自主性,引导应试教育的灌输式记忆模式向意义建构的自主思维模式转变,将课堂以传授知识为核心转变为注重学习能力的培养。结论混合式教学法能够提高学生的学习自主性与学习兴趣,构建自己的知识体系,为临床课程的学习打下扎实的基础。     

PBL教学法在八年制医学免疫学理论教学中的实践

PBL教学法是我国教学发展改革的方向之一,为了探索八年制医学免疫学理论课教学的新方法,从2007年起我们将传统教学与PBL教学法相结合的新模式应用于我院2004和2005级八年制医学免疫学的理论教学中。先以传统教学方法课堂讲授基础知识,然后安排PBL讨论课,学生进行自由讨论和发言,教师从旁引导;通过课堂反应和问卷调查评估教学效果。结果表明,这种新的教学模式受到了学生的欢迎和认可,教学效果良好。     

在《医学心理学》教学中应用案例教学法的实验性研究

目的研究和探讨案例教学法在医学心理学教学中的教学效果及应用价值。方法 58名学生为实验组,采用案例教学法授课;60名学生为对照组,仍采用传统的讲授法授课。结课后统一发放调查问卷和统一命题考试来评价案例教学法的教学效果。结果实验组与对照组学生对不同教学方法教学效果的评价存在显著性差异（P〈0.001）;统一命题考试成绩比较差异具有统计学意义（t=11.38,P〈0.001）。结论在医学心理学教学中应用案例教学法的教学效果明显优于传统讲授法,但也存在一定不足。     

病例引导的翻转课堂在神经解剖学混合式教学中的应用

目的 探讨病例引导的翻转课堂在神经解剖学混合式教学中的效果.方法 随机选取2019级临床医学专业5年制两个班学生(n = 51),在神经系统的学习中应用病例引导的翻转课堂进行教学,通过调查问卷分析同学对这种教学方式的满意度,通过学习成绩分析教学效果.结果 调查问卷结果显示,实验组绝大部分同学赞同这种教学模式,总体支持度...     

Complete and rapid switch from light microscopy to virtual microscopy for teaching medical histology

During the interim between the 2003 and 2004 academic years, the cell and tissue biology and integrated medical neuroscience courses at the Medical College of Wisconsin made a complete and rapid switch from light microscopy- to virtual microscopy-based histology laboratories. This switch was prompted by the difficulties in maintaining and the cost of replacing the college's microscopes and microscope slides, and primarily by the desire to promote and streamline learning for our large classes (n > 200) of first-year medical students. A group of students who used the virtual microscope, another group of students who used the light microscope, and faculty with experience using both tools rated the effectiveness of the virtual microscope for learning and teaching. Also, to determine whether virtual microscopy affected student learning, laboratory examination scores for the 2004 class (n = 209) were compared with those of four previous classes that used light microscopes exclusively (n = 811). The switch from light microscopy to virtual microscopy was very favorably received by both students and faculty. More importantly, data from examination scores and course evaluation surveys indicated that use of the virtual microscope may significantly improve student performance and learning efficiency. Procedures for successfully implementing this change are described.     

人体寄生虫学网络课程的应用与评价

目的对郧阳医学院人体寄生虫学网络课程的教学效果进行评价。方法选取2005级临床医学一系和二系分别作为实验组和对照组，对照组的人体寄生虫学采用传统教学方法教学，实验组采用传统教学和本课题组构建的人体寄生虫学网络课程平台进行辅助教学。结果实验组学生的人体寄生虫学理论课程考试成绩和实验课程考试成绩明显优于对照组学生（P〈0．05）。结论人体寄生虫学网络课程能够显著提高教学效果，对突破传统面授教学的局限性和帮助学生网上学习具有重要意义。     

Using the case-discussion method to teach epidemiology and biostatistics.

Medical students must learn the principles of epidemiology and biostatistics to critically evaluate the medical literature. However, this subject has traditionally been difficult to teach. In 1997 at the Albert Einstein College of Medicine, the required first-year course in epidemiology and biostatistics was revised to use the case-discussion teaching method. In preparation for the course, experienced faculty participated in an intensive, two-day training workshop. The course, taught to 163 first-year medical students, was structured in two parts: (1) three lectures complemented by a detailed syllabus, followed by a multiple-choice midterm exam; and (2) six case-discussion seminars, followed by a short answer/essay final exam. There were seven case-discussion groups with 23-24 students each. The program was evaluated using subjective faculty feedback, examination scores, and student evaluation questionnaires. Faculty noted excellent student preparation and participation. Multiple-choice exam scores were comparable to those from earlier years, and a short answer/essay exam demonstrated good student mastery of the required material. Student evaluation was overwhelmingly positive, and significantly improved from prior years of the course. Positive student evaluations of the course using this teaching method continued over the next four years; National Board of Medical Examiners examination scores indicated success in mastery of the material; and student assessment of the course improved on the AAMC Graduation Questionnaire. This favorable experience suggests that case-discussion teaching can be employed successfully in teaching principles of epidemiology and biostatistics to medical students.