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
Surgery of Traditional Chinese Medicine(TCM)is a core course within the TCM curriculum and an indispensable clinical discipline for all medical students transitioning to professional practice.With the deepening of cur...Surgery of Traditional Chinese Medicine(TCM)is a core course within the TCM curriculum and an indispensable clinical discipline for all medical students transitioning to professional practice.With the deepening of curriculum reforms,the integrated teaching model has proven effective in helping students master basic theories and clinical skills.Among various teaching models,the Bridge-in,Learning Objectives,Pre-Assessment,Participatory Learning,Post-Assessment,and Summary(BOPPPS)model combined with Problem-Based Learning has gained widespread recognition and application.However,its application in TCM surgery education remains limited.This paper integrates the BOPPPS and problem-based learning(PBL)teaching models into the TCM surgery classroom,using eczema as a case study.This teaching design encompasses six elements:bridge-in,learning objectives,pre-assessment,participatory learning based on Problem-Based Learning,post-assessment,and summary.Potential challenges during the teaching process are also examined to enhance students’clinical critical thinking abilities,improve the quality of classroom teaching,and further cultivate high-quality TCM professionals through the application of the BOPPPS-PBL model.展开更多
Objective:To explore the application effect of Problem-Based Learning(PBL)teaching method based on situational simulation videos in undergraduate teaching of internal medicine,and to provide practical basis for optimi...Objective:To explore the application effect of Problem-Based Learning(PBL)teaching method based on situational simulation videos in undergraduate teaching of internal medicine,and to provide practical basis for optimizing the undergraduate teaching mode of internal medicine and improving teaching quality.Methods:A total of 32 undergraduate students majoring in clinical medicine(Grade 2021)from Shanghai University of Medicine&Health Sciences were selected as the research subjects.They were divided into an experimental group and a control group by random number table method,with 16 students in each group.The control group adopted the traditional PBL teaching method,while the experimental group used the PBL teaching method based on situational simulation videos.After the teaching,the mastery of theoretical knowledge of students in the two groups was evaluated by examinations;a questionnaire survey was conducted to assess students’self-perceived improvement in clinical thinking,learning interest,self-directed learning ability and teamwork ability;statistical methods were used to analyze the data.Results:The scores of theoretical knowledge examination of students in the experimental group were significantly higher than those in the control group,and the difference was statistically significant(p<0.05).In terms of self-evaluation,the experimental group showed better performance than the control group in the cultivation of clinical thinking,learning interest and selfdirected learning ability,with statistically significant differences(p<0.05);however,there was no statistically significant difference in the self-evaluation of teamwork ability between the two groups(p>0.05).Conclusion:The PBL teaching method based on situational simulation videos can effectively improve students’level of theoretical knowledge,enhance their clinical thinking,learning interest and self-directed learning ability in undergraduate teaching of internal medicine,and is worthy of further promotion and application in undergraduate teaching of internal medicine.展开更多
Objective:To explore the application effect of Case-based Learning(CBL)combined with Problem-Based Learning(PBL)in the teaching of medical imaging to undergraduate students majoring in clinical medicine.Methods:Underg...Objective:To explore the application effect of Case-based Learning(CBL)combined with Problem-Based Learning(PBL)in the teaching of medical imaging to undergraduate students majoring in clinical medicine.Methods:Undergraduates of clinical medicine majoring in the School of Clinical Medicine of Hebei University were selected as the research subjects and divided into the experimental group(CBL combined with PBL teaching mode)and the control group(traditional teaching mode),and the teaching effect was evaluated by the examination results and questionnaires.Results:The test scores of the experimental group were significantly better than those of the control group(P<0.05),and the satisfaction of the students in the experimental group reached more than 90%.Conclusion:CBL combined with PBL teaching mode can effectively improve the teaching quality of medical imaging in clinical medicine specialty.展开更多
Objective:To explore and analyze the effect of the Wet Lab combined with the PBL teaching mode in ophthalmology clinical practice teaching.Methods:Sixty interns who interned in the ophthalmology department of Daqing O...Objective:To explore and analyze the effect of the Wet Lab combined with the PBL teaching mode in ophthalmology clinical practice teaching.Methods:Sixty interns who interned in the ophthalmology department of Daqing Oilfield General Hospital from May 2024 to December 2024 were selected and randomly divided into a control group and a research group,with 30 students in each group.The learning outcomes and satisfaction levels of the two groups of students were compared.The interns in the control group used the traditional teaching mode,while those in the research group used the Wet Lab combined with the PBL teaching mode.The internship outcomes and satisfaction levels of the two groups of students were compared and analyzed.Results:Compared with the students in the control group,the students in the research group showed significantly better internship outcomes and satisfaction levels in ophthalmology clinical practice teaching(P<0.05).Conclusion:The teaching mode of the research group was superior to that of the control group in terms of intern satisfaction and internship outcomes in ophthalmology clinical practice teaching.展开更多
Objective:This study’s purpose is to explore the application of the O-AMAS teaching model combined with the PBL teaching method in the clinical teaching of neurocritical care trainee nurses.Methods:The nursing studen...Objective:This study’s purpose is to explore the application of the O-AMAS teaching model combined with the PBL teaching method in the clinical teaching of neurocritical care trainee nurses.Methods:The nursing students who were doing internship in neurocritical care from June 2024 to September 2024 were set as the control group,and the traditional one-on-one teaching mode was adopted;From October 2024 to January 2025,the nursing students were set as the observation group and the course teaching based on the O-AMAS teaching model combined with PBL teaching was implemented.Results:The theoretical examination scores,operational assessment scores,teaching satisfaction,autonomous learning ability and clinical evaluation thinking ability of the two groups of nursing students were observed.The score of the experimental group was significantly higher than that of the control group(all P<0.01).Conclusion:The application of the O-AMAS teaching model combined with PBL teaching in the clinical teaching of neurocritical care intern nursing students can improve the teaching effect and cultivate the autonomous learning ability and clinical evaluation thinking ability of nursing students.展开更多
Objective:To investigate the impact of applying PBL combined with virtual reality(VR)technology in clinical teaching of geriatric sarcopenia on students’knowledge acquisition,attitudes,and behaviors,providing practic...Objective:To investigate the impact of applying PBL combined with virtual reality(VR)technology in clinical teaching of geriatric sarcopenia on students’knowledge acquisition,attitudes,and behaviors,providing practical evidence for geriatric medicine teaching reform.Methods:Eighty clinical medicine undergraduate interns admitted to the geriatrics department of a hospital from January 2024 to June 2025 were randomly divided into an observation group(n=40)and a control group(n=40).The control group received traditional lecture-based instruction,while the observation group underwent PBL combined with VR technology.The two groups were compared on end-of-term theoretical knowledge assessment scores,clinical practice operation scores,teaching satisfaction,and clinical behavior observation scale scores.Results:Students in the observation group achieved significantly higher scores in basic theoretical knowledge(86.52±5.31)and clinical practice skills(88.15±4.26)compared to the control group(75.28±6.15)and(72.33±5.87),respectively(p<0.05).The observation group and control group students’awareness of geriatric sarcopenia and satisfaction with teaching methods were 95.00%and 97.50%,and 77.50%and 72.50%,respectively,with statistically significant differences(p<0.05);The observation group demonstrated significantly higher frequency of proactive sarcopenia screening,greater enthusiasm in participating in nutritional intervention plan development,and increased engagement in health education during clinical practice compared to the control group,with statistically significant differences(p<0.05).Conclusion:The application of a PBL combined with virtual reality(VR)technology teaching model in clinical teaching on geriatric sarcopenia significantly enhances students’foundational theoretical knowledge,improves their attitudes toward geriatric sarcopenia,and enhances their clinical practice behaviors.This represents a scientifically effective teaching method in geriatric medicine.展开更多
Purpose:To analyze the role of the seminar teaching method+case-based learning(CBL)teaching method+problem-based learning(PBL)teaching method in oral clinical nursing teaching.Methods:13 undergraduate nursing students...Purpose:To analyze the role of the seminar teaching method+case-based learning(CBL)teaching method+problem-based learning(PBL)teaching method in oral clinical nursing teaching.Methods:13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group,adopting conventional nursing teaching methods;13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group,adopting the seminar+CBL+PBL teaching method.The teaching effects were compared between the two groups.Results:All assessment scores of the observation group were higher than those of the control group;all teaching satisfaction levels were higher than those of the control group(P<0.05).Conclusion:Adopting the seminar+CBL+PBL teaching method during oral clinical nursing teaching can improve nursing students’assessment scores,strengthen their core competencies,and enhance teaching satisfaction.展开更多
Among programming languages,C++programming language is relatively difficult to learn.In order to help students learn C++language better,two solutions is proposed in this paper.The first solution is to introduce the id...Among programming languages,C++programming language is relatively difficult to learn.In order to help students learn C++language better,two solutions is proposed in this paper.The first solution is to introduce the idea of flipped classroom into C++teaching.Because of the many difficulties in C++,students can watch and discuss with their classmates anytime and anywhere through the video explanation of the flipped classroom.Teachers explain the key points and difficulties in offline classrooms,which will help students quickly master C++knowledge points.The second solution is to design a case based on a real project and then integrate the case into daily C++teaching.In this way,students can quickly transition from the level of knowledge mastery to the level of knowledge application,which helps to cultivate students’coding ability based on real project.展开更多
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
PBL teaching mode is a kind of emphasis on students＇ independent inquiry based learning approach, which is concerned withthe problem of inquiry and solution process, focusing on the cultivation of students＇ ability....PBL teaching mode is a kind of emphasis on students＇ independent inquiry based learning approach, which is concerned withthe problem of inquiry and solution process, focusing on the cultivation of students＇ ability. The teaching mode is a new teaching mode basedon the problem and the students as the main body. The open and distance education students of economics as the research object, using the PBLmode of teaching, the results show that the effect of the teaching mode of PBL is obviously better than the traditional teaching mode is helpfulto improve the students＇ ability of autonomous learning, inquiry learning, acquisition, processing and use of statistical information, and theanalysis of the problem, the comprehensive ability to solve problems etc.. The PBL model of critical thinking training includes students＇participation in the setting of goals and problems, group discussion cognitive activities and the reflection and evaluation of teachers and students.展开更多
Data structure is one of the core courses for computer science students.Mastering data structure is helpful for students to improve the quality and efficiency of programming and lay a solid foundation for further lear...Data structure is one of the core courses for computer science students.Mastering data structure is helpful for students to improve the quality and efficiency of programming and lay a solid foundation for further learning knowledge in related fields of computer.The traditional teaching mode of the course has the shortcomings of rigid classroom,lack of interactivity,and lack of real-time feedback.In order to improve the teaching quality,the course has carried out reforms on the teaching mode,adopting a combination of case-based teaching,optimized experimental projects,process-oriented assessment,and a scientific feedback mechanism,which has improved the teaching effect.展开更多
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.
文摘Surgery of Traditional Chinese Medicine(TCM)is a core course within the TCM curriculum and an indispensable clinical discipline for all medical students transitioning to professional practice.With the deepening of curriculum reforms,the integrated teaching model has proven effective in helping students master basic theories and clinical skills.Among various teaching models,the Bridge-in,Learning Objectives,Pre-Assessment,Participatory Learning,Post-Assessment,and Summary(BOPPPS)model combined with Problem-Based Learning has gained widespread recognition and application.However,its application in TCM surgery education remains limited.This paper integrates the BOPPPS and problem-based learning(PBL)teaching models into the TCM surgery classroom,using eczema as a case study.This teaching design encompasses six elements:bridge-in,learning objectives,pre-assessment,participatory learning based on Problem-Based Learning,post-assessment,and summary.Potential challenges during the teaching process are also examined to enhance students’clinical critical thinking abilities,improve the quality of classroom teaching,and further cultivate high-quality TCM professionals through the application of the BOPPPS-PBL model.
基金Teacher Teaching and Educational Research Project of Shanghai University of Medicine and Health Sciences in 2024(Project No.:CFDY20240035)。
文摘Objective:To explore the application effect of Problem-Based Learning(PBL)teaching method based on situational simulation videos in undergraduate teaching of internal medicine,and to provide practical basis for optimizing the undergraduate teaching mode of internal medicine and improving teaching quality.Methods:A total of 32 undergraduate students majoring in clinical medicine(Grade 2021)from Shanghai University of Medicine&Health Sciences were selected as the research subjects.They were divided into an experimental group and a control group by random number table method,with 16 students in each group.The control group adopted the traditional PBL teaching method,while the experimental group used the PBL teaching method based on situational simulation videos.After the teaching,the mastery of theoretical knowledge of students in the two groups was evaluated by examinations;a questionnaire survey was conducted to assess students’self-perceived improvement in clinical thinking,learning interest,self-directed learning ability and teamwork ability;statistical methods were used to analyze the data.Results:The scores of theoretical knowledge examination of students in the experimental group were significantly higher than those in the control group,and the difference was statistically significant(p<0.05).In terms of self-evaluation,the experimental group showed better performance than the control group in the cultivation of clinical thinking,learning interest and selfdirected learning ability,with statistically significant differences(p<0.05);however,there was no statistically significant difference in the self-evaluation of teamwork ability between the two groups(p>0.05).Conclusion:The PBL teaching method based on situational simulation videos can effectively improve students’level of theoretical knowledge,enhance their clinical thinking,learning interest and self-directed learning ability in undergraduate teaching of internal medicine,and is worthy of further promotion and application in undergraduate teaching of internal medicine.
基金The Fourth Batch of Practice Teaching-Reform Project of Affiliated Hospital/Clinical Medical College of Hebei University,Research on the Application of CBL Combined With PBL Teaching Mode in the Teaching of Medical Imaging for Undergraduates of Clinical Majors(Project No.:2023P002).
文摘Objective:To explore the application effect of Case-based Learning(CBL)combined with Problem-Based Learning(PBL)in the teaching of medical imaging to undergraduate students majoring in clinical medicine.Methods:Undergraduates of clinical medicine majoring in the School of Clinical Medicine of Hebei University were selected as the research subjects and divided into the experimental group(CBL combined with PBL teaching mode)and the control group(traditional teaching mode),and the teaching effect was evaluated by the examination results and questionnaires.Results:The test scores of the experimental group were significantly better than those of the control group(P<0.05),and the satisfaction of the students in the experimental group reached more than 90%.Conclusion:CBL combined with PBL teaching mode can effectively improve the teaching quality of medical imaging in clinical medicine specialty.
基金Higher Education Research Project of Heilongjiang Provincial Higher Education Society:Design and Effect Evaluation of Ophthalmology Clinical Practice Teaching Mode Based on Wet Lab Combined with PBL Teaching Method(23GJYBF110)。
文摘Objective:To explore and analyze the effect of the Wet Lab combined with the PBL teaching mode in ophthalmology clinical practice teaching.Methods:Sixty interns who interned in the ophthalmology department of Daqing Oilfield General Hospital from May 2024 to December 2024 were selected and randomly divided into a control group and a research group,with 30 students in each group.The learning outcomes and satisfaction levels of the two groups of students were compared.The interns in the control group used the traditional teaching mode,while those in the research group used the Wet Lab combined with the PBL teaching mode.The internship outcomes and satisfaction levels of the two groups of students were compared and analyzed.Results:Compared with the students in the control group,the students in the research group showed significantly better internship outcomes and satisfaction levels in ophthalmology clinical practice teaching(P<0.05).Conclusion:The teaching mode of the research group was superior to that of the control group in terms of intern satisfaction and internship outcomes in ophthalmology clinical practice teaching.
基金Research and Practice on the Training Model of Clinical Medical Talents in the Context of“New Medicine”at Chengdu Medical College Educational Teaching Reform Project(Project No.:JG2023058)Research and Practice on the Training model of Clinical Medical Talents in the Context of“New Medical Science”(Project No.:JG2023057)。
文摘Objective:This study’s purpose is to explore the application of the O-AMAS teaching model combined with the PBL teaching method in the clinical teaching of neurocritical care trainee nurses.Methods:The nursing students who were doing internship in neurocritical care from June 2024 to September 2024 were set as the control group,and the traditional one-on-one teaching mode was adopted;From October 2024 to January 2025,the nursing students were set as the observation group and the course teaching based on the O-AMAS teaching model combined with PBL teaching was implemented.Results:The theoretical examination scores,operational assessment scores,teaching satisfaction,autonomous learning ability and clinical evaluation thinking ability of the two groups of nursing students were observed.The score of the experimental group was significantly higher than that of the control group(all P<0.01).Conclusion:The application of the O-AMAS teaching model combined with PBL teaching in the clinical teaching of neurocritical care intern nursing students can improve the teaching effect and cultivate the autonomous learning ability and clinical evaluation thinking ability of nursing students.
文摘Objective:To investigate the impact of applying PBL combined with virtual reality(VR)technology in clinical teaching of geriatric sarcopenia on students’knowledge acquisition,attitudes,and behaviors,providing practical evidence for geriatric medicine teaching reform.Methods:Eighty clinical medicine undergraduate interns admitted to the geriatrics department of a hospital from January 2024 to June 2025 were randomly divided into an observation group(n=40)and a control group(n=40).The control group received traditional lecture-based instruction,while the observation group underwent PBL combined with VR technology.The two groups were compared on end-of-term theoretical knowledge assessment scores,clinical practice operation scores,teaching satisfaction,and clinical behavior observation scale scores.Results:Students in the observation group achieved significantly higher scores in basic theoretical knowledge(86.52±5.31)and clinical practice skills(88.15±4.26)compared to the control group(75.28±6.15)and(72.33±5.87),respectively(p<0.05).The observation group and control group students’awareness of geriatric sarcopenia and satisfaction with teaching methods were 95.00%and 97.50%,and 77.50%and 72.50%,respectively,with statistically significant differences(p<0.05);The observation group demonstrated significantly higher frequency of proactive sarcopenia screening,greater enthusiasm in participating in nutritional intervention plan development,and increased engagement in health education during clinical practice compared to the control group,with statistically significant differences(p<0.05).Conclusion:The application of a PBL combined with virtual reality(VR)technology teaching model in clinical teaching on geriatric sarcopenia significantly enhances students’foundational theoretical knowledge,improves their attitudes toward geriatric sarcopenia,and enhances their clinical practice behaviors.This represents a scientifically effective teaching method in geriatric medicine.
文摘Purpose:To analyze the role of the seminar teaching method+case-based learning(CBL)teaching method+problem-based learning(PBL)teaching method in oral clinical nursing teaching.Methods:13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group,adopting conventional nursing teaching methods;13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group,adopting the seminar+CBL+PBL teaching method.The teaching effects were compared between the two groups.Results:All assessment scores of the observation group were higher than those of the control group;all teaching satisfaction levels were higher than those of the control group(P<0.05).Conclusion:Adopting the seminar+CBL+PBL teaching method during oral clinical nursing teaching can improve nursing students’assessment scores,strengthen their core competencies,and enhance teaching satisfaction.
文摘Among programming languages,C++programming language is relatively difficult to learn.In order to help students learn C++language better,two solutions is proposed in this paper.The first solution is to introduce the idea of flipped classroom into C++teaching.Because of the many difficulties in C++,students can watch and discuss with their classmates anytime and anywhere through the video explanation of the flipped classroom.Teachers explain the key points and difficulties in offline classrooms,which will help students quickly master C++knowledge points.The second solution is to design a case based on a real project and then integrate the case into daily C++teaching.In this way,students can quickly transition from the level of knowledge mastery to the level of knowledge application,which helps to cultivate students’coding ability based on real project.
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PBL teaching mode is a kind of emphasis on students＇ independent inquiry based learning approach, which is concerned withthe problem of inquiry and solution process, focusing on the cultivation of students＇ ability. The teaching mode is a new teaching mode basedon the problem and the students as the main body. The open and distance education students of economics as the research object, using the PBLmode of teaching, the results show that the effect of the teaching mode of PBL is obviously better than the traditional teaching mode is helpfulto improve the students＇ ability of autonomous learning, inquiry learning, acquisition, processing and use of statistical information, and theanalysis of the problem, the comprehensive ability to solve problems etc.. The PBL model of critical thinking training includes students＇participation in the setting of goals and problems, group discussion cognitive activities and the reflection and evaluation of teachers and students.
文摘Data structure is one of the core courses for computer science students.Mastering data structure is helpful for students to improve the quality and efficiency of programming and lay a solid foundation for further learning knowledge in related fields of computer.The traditional teaching mode of the course has the shortcomings of rigid classroom,lack of interactivity,and lack of real-time feedback.In order to improve the teaching quality,the course has carried out reforms on the teaching mode,adopting a combination of case-based teaching,optimized experimental projects,process-oriented assessment,and a scientific feedback mechanism,which has improved the teaching effect.
