scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills.Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Effects on applying micro-film case-based learning model in pediatrics education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF + CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF + CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination. Results The experimental group generally performed better than the control group on the student self-assessment (P<0.05), satisfaction survey (P<0.05), and final examination (80.02 ± 3.77 vs 73.65 ± 3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF + CBL model due to its time- and energy-consuming features. Conclusions Compared with LBL, the MF + CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Satisfaction Survey ◽  
Control Group ◽  
Final Examination ◽  
Self Assessment ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: In view of the harsh reality Chinese paediatricians face, the challenge of paediatric education is about instilling not only knowledge and clinical skills but also resilience and beliefs. The aim of the study is to explore a more effective method than the traditional lecture-based learning (LBL) model for optimizing educational outcomes by establishing an innovative, comprehensive, case-based learning (CBL) model combined with the micro-film technique (MF+CBL). This approach has four important components: interests (attraction), knowledge application, competency, and scenario coping skills. Methods: Experimental research was conducted via a controlled parallel group study. The total sample of 104 senior-year students (Chinese) majoring in clinical medicine was randomly divided into two groups. The experimental group was exposed to the MF+CBL model and the control group to the LBL model. Overall, the results were assessed after an 8-week course via a student self-assessment questionnaire, a satisfaction survey and the final examination.Results: The experimental group generally performed better than the control group on the student self-assessment (P＜0.05), satisfaction survey (P＜0.05), and final examination (80.02±3.77 vs 73.65±3.69, P = 0.000). The open question at the end of the questionnaire revealed that a small number of students did not favour the MF+CBL model due to its time- and energy-consuming features.Conclusions: Compared with LBL, the MF+CBL model was an innovative teaching method that promoted more comprehensive quality development. It represents an alternative model for optimizing the capacity of future paediatric doctors.

scholarly journals Effects on applying Micro-Film Case-Based Learning model in pediatrics education

2020 ◽  
Author(s):  
Yuan Pan ◽  
Xiuqi Chen ◽  
Qiuwen Wei ◽  
Jinmin Zhao ◽  
Xun Chen
Keyword(s):  
Chinese Culture ◽  
Teaching Method ◽  
Satisfaction Survey ◽  
Control Group ◽  
Senior Year ◽  
Self Assessment ◽  
Innovative Teaching ◽  
Case Based Learning ◽  
Experimental Group ◽  
Case Based

Abstract Background: By establishing an innovative teaching model, teachers and students can optimize the education outcome. Lecture-Based Learning (LBL) model has long been widely used as main teaching method in medical course in Chinese culture with a positive result of grades, however, negative of practice. Case-Based Learning (CBL) model modified it by focusing on clinical case study, yet with its limitations. The aim of our study is to discuss the effect of applying a comprehensive renewal CBL model: Micro-Film Case Based Learning (MF+CBL) Model, in pediatrics theoretical course in senior year students under Chinese culture.Methods: Experimental research was conducted by parallel group control study. The total sample was 104 senior year students (Chinese) majoring in clinical medicine from Guangxi Medical University. The experimental group was intervened by MF+CBL model, while the control group by LBL model. Both process and result were assessed after 8-week courses, by questionnaires of Student Self-Assessment, Satisfaction Survey and Final examination.Results: The outcome of experimental group generally surpassed control group in Student Self-Assessment, Satisfaction Survey, and Final examination. The open question at the end of the questionnaire yet unfolded a fact that a small number of students were not used to the MF+CBL model due to its time and energy consuming feature.Conclusions: MF+CBL model was an innovative teaching method, compared with LBL, with a better contribution of comprehensive quality development，which offered an alternative model to optimize the capacity of future pediatrics doctors.

Wechat App Combined Case-Based Learning in Clinical Training of Oral Medicine: Comparison and Feasibility Study (Preprint)

2020 ◽  
Author(s):  
Hong He ◽  
Xinyu Xia ◽  
Xiaotong Deng ◽  
Mimi Zhou ◽  
Chao Liu ◽  
...  
Keyword(s):  
Clinical Training ◽  
Control Group ◽  
Oral Medicine ◽  
Student Centered ◽  
Case Based Learning ◽  
Degree Of Participation ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Case Based

BACKGROUND Case Based Learning (CBL) is being hottly used in student-centered medical education worldwide. In China, Wechat is the most popular communication app in China and is widely used in all walks of life. We have practiced several years combining Wechat and CBL in the clinical training of oral medicine, promoting outcomes in traditional bedside training. OBJECTIVE This study aimed to demonstrate the acceptability and merits of Wechat CBL in the clinical training of oral medicine. METHODS A total of eighty students and two tutors participated in this study within a 2-month training during Jan. 2018 and Jan. 2020. The control group used bedside mode and the experimental group used bedside plus Wechat CBL mode. The evaluations included participation passion and routine and finial test. The students of clerkship as 10 and residents as 30 in same number respectively between experiment and control groups. RESULTS The participants in the experimental group had a higher degree of participation in the discussion. And the daily assessment and final examination scores of the participants in the experimental group were significantly better than those in the control group (P<0.001). CONCLUSIONS Wechat CBL mode has a positive effect on students’ learning enthusiasm and knowledge assessments & technology evaluations in clinical training of oral medicine.

Evaluating the Effectiveness Roles of Variables in the Novice Programmers Learning

2017 ◽  
Vol 56 (2) ◽  
pp. 181-201 ◽  
Author(s):  
Nianfeng Shi ◽  
Wen Cui ◽  
Ping Zhang ◽  
Ximing Sun
Keyword(s):  
Teaching Method ◽  
Program Comprehension ◽  
Control Group ◽  
Solo Taxonomy ◽  
C Language ◽  
Novice Programming ◽  
Role Based ◽  
Group B ◽  
Experimental Group ◽  
Case Based

This research applies the roles of variables to the novice programmers in the C language programming. The results are evaluated using the Structure of Observed Learning Outcomes (SOLO) taxonomy. The participants were divided into an experimental group and a control group. The students from the control group learned programming in the traditional case-based teaching method. The students in the experimental group learned programming by applying the role-based approach to the case-based teaching method. For the purposes of determining the effects of the role-based teaching, the SOLO taxonomy was used to evaluate the results of the participants’ final paper–pencil test. The SOLO level of the code reading and code writing was graded according to the SOLO categories for program comprehension and construction. Data analyses show that (a) there was a higher level of performance and cognitive ability in the experimental group, (b) there were some positive and significant correlations between student’s final examination scores and their SOLO level of the code reading and code writing, and (c) the SOLO level of the code writing and code reading was significantly related. These results suggest that the role of variable is effective on improving novice programming.

scholarly journals The effectiveness of the combined problem-based learning (PBL) and case-based learning (CBL) teaching method in the clinical practical teaching of thyroid disease

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Wanjun Zhao ◽  
Linye He ◽  
Wenyi Deng ◽  
Jingqiang Zhu ◽  
Anping Su ◽  
...  
Keyword(s):  
Clinical Medicine ◽  
Teaching Method ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Basic Knowledge ◽  
Traditional Group ◽  
Traditional Lecture ◽  
Case Based Learning ◽  
Post Class ◽  
Clinical Thinking

Abstract Background This study aimed to evaluate the effectiveness and efficiency of PBL–CBL combined teaching in thyroid surgery and make observations from the students’ perspectives, based on their satisfaction with the learning process. Methods We prospectively enrolled 354 fourth-year students majoring in clinical medicine, along with 232 residents, from September 2014 to June 2019. These participants were randomly allocated into either the combined PBL–CBL teaching group or the traditional lecture-based classroom group to attend a course about thyroid nodules. Both pre- and post-class quizzes were conducted. An anonymous questionnaire was also administered to both groups to evaluate the students’ perceptions and experiences. We compared the two teaching methods among all the students as well as with the fourth-year students and residents in subgroups. Results The traditional group’s pre-class quiz scores were significantly higher than the PBL–CBL group’s (as determined by a two-tailed t-test at a 95% confidence interval, T = 16.483, P < 0.001). After class, in the PBL–CBL group, the mean total quiz score and the basic knowledge and case analysis scores increased significantly (P < 0.001). The PBL–CBL group’s performance improvement was significantly higher than the traditional group’s (increasing from 52.76 to 70.51 vs. from 67.03 to 71.97). Furthermore, the scores for learning motivation, understanding, student–teacher interaction, the final examination, communication skills, clinical thinking skills, self-learning skills, teamwork skills, and knowledge absorption, as measured by the survey, were significantly higher in the PBL–CBL group than in the traditional group (P < 0.001). Meanwhile, the survey scores representing the amount of students’ free time the course consumed were significantly lower in the PBL–CBL group than in the traditional group (P < 0.001). Conclusions PBL combined with CBL may be an effective method for improving medical students’ and residents’ performance and enhancing their clinical skills.

scholarly journals The effect of case-based learning based on flipped learning for nursing students

2021 ◽  
Vol 27 (2) ◽  
pp. 107-116
Author(s):  
Min Hee Lee ◽  
Myung Sook Park
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Control Group ◽  
Flipped Learning ◽  
Self Directed Learning ◽  
Case Based Learning ◽  
Directed Learning ◽  
Thinking Disposition ◽  
Experimental Group ◽  
Case Based

Purpose: The purpose of this study was to identify the effects of case-based learning based on flipped learning in a pathophysiology course for nursing students. Methods: Participants were sophomore nursing students enrolled in a pathophysiology course. The experimental group (n=42) received the case-based learning in class after similar case-based learning in a pre-class based on flipped learning, while the control group (n=39) received the usual flipped learning. Data were analyzed by χ2-test, independent t-test, and ANCOVA using SPSS WIN 21.0. Results: There were significant differences in self-directed learning ability (F=10.93, p=.001), self-efficacy (F=5.45, p=.022), problem-solving ability (F=6.11, p=.016), and critical thinking disposition (F=6.76, p=.011) between the experimental group and the control group. Conclusion: The application of case-based learning based on flipped learning in a pathophysiology course for nursing students was effective in improving problem-solving and self-directed learning abilities, self-efficacy, and the critical thinking disposition of sophomore nursing students.

scholarly journals Application of blended learning approach in clinical skills to stimulate active learning attitudes and improve clinical practice among medical students

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e11690
Author(s):  
Jie Gong ◽  
Manzhen Ruan ◽  
Wen Yang ◽  
Miao Peng ◽  
Zhen Wang ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Blended Learning ◽  
Student Satisfaction ◽  
Clinical Skills ◽  
Teaching Style ◽  
Satisfaction Survey ◽  
Control Group ◽  
Learning Method ◽  
Experimental Group

Background The recent application of blended educational methods has impacted medical education and has drawn attention to a new teaching method. This teaching style presents unique opportunities and challenges. We investigated the effects of blended learning and traditional teaching methods on clinical skill development. Methods We sorted 200 medical students from Tongji Medical College at Huazhong University of Science and Technology into a control or experimental group. The control group was taught with a traditional lecture-based learning method and the experimental group was taught using a blended learning method. The two groups were compared after training to assess their theoretical and practical differences. A student satisfaction survey was given to participants in both groups. Results The results of the experimental group’s theoretical and practical assessments were found to be significantly higher (p < 0.05) than that of the control group. The student satisfaction survey showed that blended learning was significantly more effective for acquiring relevant knowledge, enhancing student-centered learning and improving clinical practice. Conclusions Blended learning may address deficiencies in clinical skills, make up for limited time and space, and ensure learning efficiency and quality.

scholarly journals The Application of a Case-based Social-Media-Assisted Teaching Method in Cariology Education：A Comparative Study (Preprint)

2021 ◽  
Author(s):  
Li Li ◽  
Xiaobin Liu ◽  
Zeyuan Chen ◽  
Liyuan Wang ◽  
Xiaoli Lian ◽  
...  
Keyword(s):  
Social Media ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Cavity Preparation ◽  
Evaluation Scores ◽  
Questions And Answers ◽  
Skill Evaluation ◽  
Experimental Group ◽  
Case Based

BACKGROUND The current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic causes an unprecedented disruption in medical education and healthcare systems worldwide. Innovative teaching mode of Cariology education is required to change the situation. OBJECTIVE To evaluate the application effects of a case-based social-media-assisted teaching method in cariology education. METHODS Dental students of Class 2019 and Class 2018 were enrolled into the experimental group and the control group, respectively. A case-based social-media-assisted teaching method was used in the experimental group, which included pre-class activity via social media, additional discussion and practice process record in class, and questions and answers via the platform after class. The traditional teaching method was used in the control group, which was conventional preparation before class, traditional lectures and demonstrations, followed with students practice in class, and questions and answers step after class. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social-media-assisted teaching group students anonymously. All data were analyzed using the SPSS statistical software. RESULTS The students cavity preparation skill evaluation scores was 82.51±6.82 in the experimental group while 77.19±5.98 in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% of the students recommended the case-based social-media-assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (98.1%). They also recognized that the classroom atmosphere was active (88.7%). CONCLUSIONS The case-based social-media-assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attended students. It could be used to supplement the teaching of cariology.

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