Objective:To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching.Methods:The students majoring in clinical pharmacy in 2019 were selecte...Objective:To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching.Methods:The students majoring in clinical pharmacy in 2019 were selected as the study subjects,and the cost-effectiveness analysis of different dosage forms of Yinzhihuang in the treatment of neonatal jaundice was selected as the teaching case.The flipped classroom combined with case-based learning teaching method was used to carry out theoretical teaching to the students.After the course,questionnaires were distributed through the Sojump platform to evaluate the teaching effect.Results:The results of the questionnaire showed that 85.71%of the students believed that the flipped classroom combined with case-based learning teaching method was helpful in mobilizing the learning enthusiasm and initiative,and improving the comprehensive application ability of the knowledge of pharmacoeconomics.92.86%of the students think that it is conducive to the understanding and memorization of learning content,as well as the cultivation of teamwork,communication,etc.Conclusion:Flipped classroom combined with case-based learning teaching method can improve students’knowledge mastery,thinking skills,and practical application skills,as well as optimize and improve teachers’teaching levels.展开更多
Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese M...Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.展开更多
Objective:To explore the effect of implementing the case-based three-dimensional teaching method guided by evidence-based thinking in the teaching of trainee nurses in the rehabilitation department.Method:Eighty nursi...Objective:To explore the effect of implementing the case-based three-dimensional teaching method guided by evidence-based thinking in the teaching of trainee nurses in the rehabilitation department.Method:Eighty nursing practice nurses who were conducting clinical practice learning in the Rehabilitation Department of Deyang People’s Hospital from June 2024 to May 2025 were selected as the research subjects.By using the controlled grouping method,the practice nurses from June 2024 to November 2024 were taken as the control group(n=40).The period from December 2024 to May 2025 was taken as the experimental group(n=40 students),the control group was taught by traditional teaching methods,and the experimental group was taught by evidence-based nursing combined with case teaching method.The clinical thinking ability,autonomous learning ability,exit assessment scores and teaching satisfaction of the two groups of intern nurses at the time of leaving the department were compared.Results:At the time of leaving the department,the scores of each dimension and the total score of clinical thinking ability of the intern nurses in the experimental group were higher than those in the control group(t=9.268,6.354,6.199)9.694,all p<0.05).At the time of leaving the department the scores of each dimension and the total score of the autonomous learning ability of the intern nurses in the experimental group were higher than those in the control group(t=6.998,7.333,5.503,5.977,22.244)all p<0.05).At the time of leaving the department the theoretical assessment scores and operational assessment scores of the experimental group were both higher than those of the control group(t=14.546,11.676,all p<0.05).At the time of graduation,the teaching satisfaction of the experimental group was higher than that of the control group(χ^(2)=7.314,p<0.05.Conclusion:The adoption of the case-based three-dimensional teaching.Rehabilitation method guided by the evidence-based ideology during the teaching process can effectively improve the clinical thinking ability,autonomous learning ability,departmental assessment results and teaching satisfaction of the intern nurses in the rehabilitation department,which is worthy of reference.展开更多
To cultivate talents with an exploratory spirit and practical skills in the era of information technology,it is imperative to reform teaching methods and approaches.In the teaching process of the Probability and Stati...To cultivate talents with an exploratory spirit and practical skills in the era of information technology,it is imperative to reform teaching methods and approaches.In the teaching process of the Probability and Statistics course,an application-oriented blended teaching model combining problem-based learning and small private online course was explored.By organizing and implementing online and offline teaching activities based on problem-based learning,a multidimensional process-oriented learning assessment system was established.Practice has shown that this model can effectively enhance classroom teaching effectiveness,benefiting the improvement of students’overall skills and mathematical literacy.展开更多
Talent training has been emphasized in China’s national development.Training an excellent pharmaceutical professional has far-reaching significance for promoting rational use of drugs,ensuring safe drug use,and impro...Talent training has been emphasized in China’s national development.Training an excellent pharmaceutical professional has far-reaching significance for promoting rational use of drugs,ensuring safe drug use,and improving the quality and safety of medical treatment.The internship program is an important part of a pharmacy major that serves to develop students’practical skills.In this paper,we propose a combination of outcome-based education(OBE)and case-based learning(CBL)in pharmacy internships to promote critical thinking and independent learning among students and ensure the sustainable development of pharmacy education.展开更多
Secure Coding is an indispensable part of the undergraduate training program for Information Security Major.As a basic course for undergraduates to carry out project engineering,its importance is self-evident.In the a...Secure Coding is an indispensable part of the undergraduate training program for Information Security Major.As a basic course for undergraduates to carry out project engineering,its importance is self-evident.In the actual teaching activities,the program design courses have to be solved in terms of content update,practical ability improvement and scientific research project,so the curriculum reform is imperative.This paper analyses the main problems existing in the Secure Coding course,explores the solution,proposes teaching methods,and gives the evaluation method.The practice shows that the reform exploration can obtain good teaching results.展开更多
Contemporary dermatology clerkship education has progressively moved beyond the traditional lecture-based model of learning(LBL),embracing a more dynamic,student-centered approach that aligns with the evolving demands...Contemporary dermatology clerkship education has progressively moved beyond the traditional lecture-based model of learning(LBL),embracing a more dynamic,student-centered approach that aligns with the evolving demands of medical practice.Clinical educators today are expected not only to possess deep subject-matter ex-pertise but also to demonstrate teaching effectiveness through the integration of advanced pedagogical methods that better prepare students for real-world clinical challenges.Combining interactive approaches such as case-based learning(CBL),problem-based learning(PBL),and digital educational resources can significantly enrich the learning experience and foster advanced clinical reasoning skills.Furthermore,simulation-based trainingand virtual patient encounters are increasingly incorporated to bridge experiential gaps.Despite technologi-cal advances,direct patient interaction continues to constitute a fundamental component of clinical training,allowing students to consolidate theoretical knowledge through practical application,refine communication skills,and develop professional empathy.This comprehensive review discusses current instructional innova-tions,implementation challenges,and future directions in dermatology education.It also offers evidence-based recommendations for optimizing clerkship training programs,emphasizing the need for curricular adaptability,faculty development,and learner engagement.By synthesizing recent educational research and clinical prac-tice experience,this article aims to serve as a practical resource for dermatology educators seeking to enhance training quality and outcomes.展开更多
基金2022 Medical Innovation and Development Project of Lanzhou University(lzuyxcx-2022-40)2022 Education and Teaching Reform Research Project of Lanzhou University General Project(202201)The Foundation of the First Hospital of Lanzhou University(ldyyyn 2021-92)。
文摘Objective:To explore the application effect of flipped classroom combined with case-based learning teaching methods in pharmacoeconomics teaching.Methods:The students majoring in clinical pharmacy in 2019 were selected as the study subjects,and the cost-effectiveness analysis of different dosage forms of Yinzhihuang in the treatment of neonatal jaundice was selected as the teaching case.The flipped classroom combined with case-based learning teaching method was used to carry out theoretical teaching to the students.After the course,questionnaires were distributed through the Sojump platform to evaluate the teaching effect.Results:The results of the questionnaire showed that 85.71%of the students believed that the flipped classroom combined with case-based learning teaching method was helpful in mobilizing the learning enthusiasm and initiative,and improving the comprehensive application ability of the knowledge of pharmacoeconomics.92.86%of the students think that it is conducive to the understanding and memorization of learning content,as well as the cultivation of teamwork,communication,etc.Conclusion:Flipped classroom combined with case-based learning teaching method can improve students’knowledge mastery,thinking skills,and practical application skills,as well as optimize and improve teachers’teaching levels.
文摘Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.
基金2023 Higher Education Teaching Research and Reform Project of Southwest Medical University(Project No.:JG2023jdyb033)。
文摘Objective:To explore the effect of implementing the case-based three-dimensional teaching method guided by evidence-based thinking in the teaching of trainee nurses in the rehabilitation department.Method:Eighty nursing practice nurses who were conducting clinical practice learning in the Rehabilitation Department of Deyang People’s Hospital from June 2024 to May 2025 were selected as the research subjects.By using the controlled grouping method,the practice nurses from June 2024 to November 2024 were taken as the control group(n=40).The period from December 2024 to May 2025 was taken as the experimental group(n=40 students),the control group was taught by traditional teaching methods,and the experimental group was taught by evidence-based nursing combined with case teaching method.The clinical thinking ability,autonomous learning ability,exit assessment scores and teaching satisfaction of the two groups of intern nurses at the time of leaving the department were compared.Results:At the time of leaving the department,the scores of each dimension and the total score of clinical thinking ability of the intern nurses in the experimental group were higher than those in the control group(t=9.268,6.354,6.199)9.694,all p<0.05).At the time of leaving the department the scores of each dimension and the total score of the autonomous learning ability of the intern nurses in the experimental group were higher than those in the control group(t=6.998,7.333,5.503,5.977,22.244)all p<0.05).At the time of leaving the department the theoretical assessment scores and operational assessment scores of the experimental group were both higher than those of the control group(t=14.546,11.676,all p<0.05).At the time of graduation,the teaching satisfaction of the experimental group was higher than that of the control group(χ^(2)=7.314,p<0.05.Conclusion:The adoption of the case-based three-dimensional teaching.Rehabilitation method guided by the evidence-based ideology during the teaching process can effectively improve the clinical thinking ability,autonomous learning ability,departmental assessment results and teaching satisfaction of the intern nurses in the rehabilitation department,which is worthy of reference.
基金2023 Quality Engineering Project of Guangzhou City Polytechnic“Research on Process Assessment Mode of‘Probability Theory and Mathematical Statistics’Course Based on Application Ability Cultivation”(JY230140)2024 Quality Engineering Project of Guangzhou City Polytechnic“Exploration and Practice of Teaching Model Based on PBL+SPOC+Flipped Classroom in‘Probability Theory and Mathematical Statistics’”(J1124030)。
文摘To cultivate talents with an exploratory spirit and practical skills in the era of information technology,it is imperative to reform teaching methods and approaches.In the teaching process of the Probability and Statistics course,an application-oriented blended teaching model combining problem-based learning and small private online course was explored.By organizing and implementing online and offline teaching activities based on problem-based learning,a multidimensional process-oriented learning assessment system was established.Practice has shown that this model can effectively enhance classroom teaching effectiveness,benefiting the improvement of students’overall skills and mathematical literacy.
文摘Talent training has been emphasized in China’s national development.Training an excellent pharmaceutical professional has far-reaching significance for promoting rational use of drugs,ensuring safe drug use,and improving the quality and safety of medical treatment.The internship program is an important part of a pharmacy major that serves to develop students’practical skills.In this paper,we propose a combination of outcome-based education(OBE)and case-based learning(CBL)in pharmacy internships to promote critical thinking and independent learning among students and ensure the sustainable development of pharmacy education.
文摘Secure Coding is an indispensable part of the undergraduate training program for Information Security Major.As a basic course for undergraduates to carry out project engineering,its importance is self-evident.In the actual teaching activities,the program design courses have to be solved in terms of content update,practical ability improvement and scientific research project,so the curriculum reform is imperative.This paper analyses the main problems existing in the Secure Coding course,explores the solution,proposes teaching methods,and gives the evaluation method.The practice shows that the reform exploration can obtain good teaching results.
文摘Contemporary dermatology clerkship education has progressively moved beyond the traditional lecture-based model of learning(LBL),embracing a more dynamic,student-centered approach that aligns with the evolving demands of medical practice.Clinical educators today are expected not only to possess deep subject-matter ex-pertise but also to demonstrate teaching effectiveness through the integration of advanced pedagogical methods that better prepare students for real-world clinical challenges.Combining interactive approaches such as case-based learning(CBL),problem-based learning(PBL),and digital educational resources can significantly enrich the learning experience and foster advanced clinical reasoning skills.Furthermore,simulation-based trainingand virtual patient encounters are increasingly incorporated to bridge experiential gaps.Despite technologi-cal advances,direct patient interaction continues to constitute a fundamental component of clinical training,allowing students to consolidate theoretical knowledge through practical application,refine communication skills,and develop professional empathy.This comprehensive review discusses current instructional innova-tions,implementation challenges,and future directions in dermatology education.It also offers evidence-based recommendations for optimizing clerkship training programs,emphasizing the need for curricular adaptability,faculty development,and learner engagement.By synthesizing recent educational research and clinical prac-tice experience,this article aims to serve as a practical resource for dermatology educators seeking to enhance training quality and outcomes.
