Teaching practice of CPC in PCMC pathology experiment course

Objective To explore the teaching effects of Internet case teaching method in physiology. Methods Select 81 undergraduate students from College of Medicine of Inner Mongolia Medical University as the research object and divide the students into the experimental group and control group. The students in experimental group use the Internet and case-based learning teaching method, the students in the control group use the traditional teaching methods. At the end of the semester, a questionnaire and examination are taken to evaluate the teaching effect of two groups of students. Results The performance of students in the experimental group is better than the control group (P< 0.05), with statistical significance; the survey results showed that the learning interests, self-learning abilities and knowledge acquisition of the experimental students are better than the control group(P<0.05), with statistical significance. Conclusions In physiology teaching, the case-based learning teaching method with internet is superior to the traditional method. Key words: Case-based learning; Physiology; Internet; Application

Objective Explore the teaching effect of pathology by comparing the model of problem-based learning with traditional teaching model.Methods The students,classes 1-4 of five and sevenyear programs,and classes 13-16 of five-year program and 5-8 of seven-year program of grades 2008,2009 and 2010 of clinical medicine with the same teachers,were chosen as the experimental and control groups respectively.Results There are significant differences in case analysis problem scores,which is higher in the experimental group than in the control group.Conclusions Problem-based learning model is better than traditional model in the teaching of pathology. Key words: Problem-based learning teaching; Traditional teaching; Pathology

Along with the promotion and deepening of “Nine Year Joint Curriculum” in Taiwan, the trend of “student centered learning” in education has been greatly emphasized. Students are expected to take initiative roll in their study. In science and technology learning area, inquiry teaching method is the most popular and important way to achieve the curriculum goal. This research focuses on the learning effects of “Sound” unit with the adoption of an improved inquiry teaching method, also the differences caused by gender in students’ learning effect. At the end of the research, students’ feedbacks were collected and analyzed for researcher’s references and future study. One hundred and eleven students from four different classes were selected as research subjects from certain elementary school, and divided into two groups as the experimental group and the control group. Under quasi-experimental design, the teacher took inquiry teaching method to design the instructions for the experimental group, while following the traditional teaching method for the control group. The experiment lasted ten classes, and compared the learning effects from both the experimental group and the control group by quantitative research method. Moreover, the teacher collected the experimental group students’ feedback lists for “Sound” unit, and analyzed their feedbacks. The research tool included a test designed by the teacher for evaluating the students’ learning effects, and a feedback list for the experimental group students. Pre-test and Post-test were implemented to analyze the differences in learning effects from both of the groups, by using descriptive, ANCOVA, Johnson-Neyman Method to analyze the data collected from the students. And the feedback list was for researcher to analyze the students’ feedbacks and opinions about this improved inquiry teaching method. The results of the research show that with the two different teaching methods adopted in the teacher’s instruction, the experimental group students’ learning effects are obviously superior to the control group students’, who used textbooks. Also, considering the difference in learning effects caused by gender, male students’ grades in two groups indicate greater differences. Even within the experimental group, male students show better performance than female students. The experiment proves that in “Sound” unit, the improved inquiry teaching method turns out to be more effective on male students than female students. Furthermore, after analyzing the students’ feedback on inquiry teaching method adopted, the result shows that the improved inquiry teaching method can help the students clarify the concepts about “Sounds”, also induce great motivation. In this experiment, the improved inquiry teaching method was proved effective, and is worth of adopting in future instructions.

The effects of UZWEBMAT on the probability unit achievement of Turkish eleventh grade students and the reasons for such effects

That the students do their extracurricular piano practices in the direction of the teacher’s warnings is a key factor in achieving success in the teaching- learning process. However, the teachers cannot adequately control the students’ extracurricular practices in the process of traditional piano education. Under the influence of this lack of control, the students who do their extracurricular practices forgetting the teacher’s warnings acquire various false steps and unfortunately this is a frequently encountered situation in the piano education process. The present study aimed to provide a solution to this important problem by using the asynchronous distance piano teaching method, so the process of students' extracurricular piano practices could be more in the teacher's control and to determine the effect of this method on the students' piano performances. In this study, the experimental model was used. The lesson was carried out with the same teacher, in the same way and at the same time for both experimental and control groups. While their extracurricular practice time was equal, their method was different. The experimental group practised with the asynchronous method and the control group with the traditional method. After their extracurricular practice process, carried out with different methods, their performances were recorded 3 times in a row with a camera. The records were evaluated using the performance evaluation form. The data achieved in the experimental setting were interpreted with the independent t-test according to p<.05 level of significance and the piano performances of the experimental group students who had their extracurricular activities with asynchronous distance education method and those of the control group students who had their extracurricular activities with the traditional method were compared. As a result of the research, a significant difference (t=2.80), in favour of the experimental group, was found. Based on the research results and the observations made in the experimental setting, it was concluded that students had an effective development as the teacher wanted and the method could be successfully applied. Key words: Distance piano teaching, traditional piano teaching, extracurricular piano practices.

The effect of computer assisted grammar teaching on the academic success of classroom teacher candidates

Objective To joint medical simulation teaching simulator and PBL teaching method to improve the teaching effects on the curriculum of clinical nursing practice, and cultivate nursing students′ comprehensive ability. Methods A total of 180 nursing college students were randomly divided into experimental group and control group, with each group 90 students. Experimental group students were taught with medical simulation teaching method, while control group students were taught with traditional role play practice method. The student′s critical thinking ability, communication ability and self-learning ability were evaluated before and after the experiment. All the two groups′ students were tested, and the teaching effects were evaluated after the experiment. Results Before the experiment, the differences of the critical thinking ability, communication ability and self-learning ability of the two group students were not statistically significant (P>0.05). After the experiment, the critical thinking ability, communication ability and self-learning ability of the experimental group students were respectively (288.00±16.91), (37.94±0.80), (75.66±6.56) score, which were higher than that of the control group (258.63±20.80), (31.48±0.58), (68.97±3.79) score, and the difference were statistically significant (t=5.99, 35.51, 4.84; P<0.05); The test results and the teaching satisfaction of experimental group were respectively (91.00±1.11) and (4.57±0.50) score, which were higher than that of the control group (80.60±2.46) and (3.97±0.71) score, and the difference were statistically significant (t=21.11, 3.75; P<0.05). Conclusions The medical simulation teaching simulator combined with PBL teaching method can improve student′s critical thinking ability, communication ability, self-learning ability, and so other comprehensive ability, which is a effective attempt for the teaching of the curriculum of clinical nursing practice. Key words: Curriculum of clinical nursing practice; Medical simulation teaching; Critical thinking; Communication ability; Self-learning ability

It is expected that nursing education improves abilities of students in solving problems, decision making and critical thinking in different circumstances. This study was performed to analyse the effects of care plans prepared using concept maps on the critical thinking dispositions of students. An experimental group and a control group were made up of a total of 80 freshman and sophomore students from the nursing department of a health school. The study used a pre-test post-test control group design. The critical thinking dispositions of the groups were measured using the California Critical Thinking Disposition Inventory. In addition, the care plans prepared by the experimental group students were evaluated using the criteria for evaluating care plans with concept maps. T-test was used in analysing the data. The results showed that there were no statistically significant differences in the total and sub-scale pre-test scores between the experimental group and control group students. There were also significant differences in the total and sub-scale post-test scores between the experimental group and control group students. There were significant differences between concept map care plan evaluation criteria mean scores of the experimental students. In the light of these findings, it could be argued that the concept mapping strategy improves critical thinking skills of students.

Objective To evaluate the teaching effects of case introduced method based on pic- ture archiving and communication system （ PACS ） system in medical imaging course. Methods Totally 148 students （ 2009 grade ） majored in five-year clinical medicine from Xiangya Medical College were divided into 10 groups; the 10 groups were taken randomly as control group （ n=75 ） and experimental group （ n=73 ）. Control group used traditional teaching methods （ film teaching ） while experimental group used case introduced method based on PACS system. Effects of teaching between were evaluated by questionnaire and test. χ^2 test was used to compare students＇ theoretical test scores, with α level = 0.05. Results Based on results of questionnaires, more students in experimental group than in control group hold that case introduced method based on PACS system can achieve the purpose of teaching, improve interests in learning, and strengthen the mastery of knowledge. Test scores showed that the percentage of students scored 90-100 and 80-89 （ respectively 14%, 75% ） in experimental group was significantly higher than that in control group （respectively 5%, 66% ） （χ^2 =17.932, P=O.O00 ）. Conclusions Application of case introduced method based on PACS system in medical imaging course not only improve students＇ motivation to learn and their clinica~ ability-, but also allow teachers to find and correct short- comings of students timely, therefore, it is worth promoting. Key words: Picture archiving and communication system; Case introduced method; Prac-tice teaching

This article presents ideas and models for English language learning, using elements of two communicative learning methods for the specific purposes of sport practice. It is part of a pedagogical experiment, carried out with students from the National Sport Academy “V.Levski”, Sofia, organized into an experimental group (34) and a control group (34). The aim of the experiment was to study the influence of interactive techniques applied in the specialized English language course for sport terminology. The experimental course work involved using elements of different interactive learning methods to teach sport terminology to the experimental group of students for about 30-40 minutes of every academic class of 90 minutes. Initial and final tests of the basic language skills and knowledge of sports terminology were carried out with the experimental and control group of students, in order to establish their language competences before and after the experimental course. The results from the tests were processed with statistical methods – variation analysis and Student’s t-test (dependent and independent samples). The results from the initial and final tests of the two groups have shown that students from the experimental group have improved their language skills, their confidence in using the language and their knowledge of sports terms to a greater extent than the control group. Applying interactive techniques in language learning for the needs of sport specialists leads to better results in their language acquisition.

Students' difficulties in learning computer programming are well documented in the literature and have been studied from different perspectives by the researchers. However, studies that have been conducted from the meta-cognition perspective are rare in the context of programming education. The current study aimed to (i) investigate the effects of a specific metacognitive training on students' programming achievement, retention of programming knowledge, and meta-cognitive awareness; and (ii) explore students' experiences and opinions related to the meta-cognitive training. There were 51 participants (28 male and 23 female) who are 2nd-year students from a public university. In the current study, a mixed methods design, specifically embedded experimental model, was utilized. The experimental group was instructed using the meta-cognitive training, and the control group was taught using traditional instruction. An achievement test, a meta-cognitive awareness inventory, and semi-structured interviews were used to collect data. The results of the study indicated that the intervention based on meta-cognition caused significantly better acquisition of introductory programming concepts. Although there was no significant difference between experimental and control groups in terms of meta-cognitive awareness, qualitative data implied some differences related to students' problem-solving ways and meta-cognitive strategies. Results of retention and post tests revealed that scores of students in experimental and control groups declined at close rates. Moreover, most of the students in the experimental group reported positive feelings toward meta-cognitive instruction. Thus, it might be said that meta-cognitive training was an effective tool to improve students' understanding of introductory programming topics as indicated by post-test scores.

Objective To explore the effect of applying problem-based learning (PBL) and case-based learning (CBL) in the kinesiology experiments. Methods Totally 53 4-year program undergraduates of Nantong University Medical School were divided into control group (n=26) and experimental group (n=27). The control group received traditional teaching and the experimental group received PBL and CBL teaching. The teaching effect was evaluated by examination and questionnaire. Data were analyzed by SPSS 19.0 and t test was used to compared the average scores of theory and questionnaire, α=0.05. Results The theoretical examination results (89.81±1.32) were better than the control group (84.82±1.75) (P=0.028). Meanwhile questionnaire survey showed that the experimental group students' evaluation of their teaching methods in promoting learning interest and initiative, combining theory with practice and teamwork con-sciousness were better than the control group students' evaluation of traditional teaching methods (P<0.05). Conclusion The teaching effect of integration of PBL and CBL teaching methods is better than traditional teaching in kinesiology experiments. Key words: Problem-based learning; Case-based learning; Kinesiology; Teaching effects; Experiment teaching

Objective To investigate the application of sandwich teaching method based on CBL principle in clinical teaching of pediatric surgery combined with network database. Methods A total of 147 undergraduate students in clinical medicine were selected and randomly divided into experimental group (84 persons) and control group (63 persons). The experiment group used sandwich teaching based on CBL principle + bedside demonstration + network resource library, while the control group adopted traditional teaching + bedside teaching. The teaching effect was evaluated through theoretical and practical examinations and quantitative feedback questionnaires. The t-test of independent samples was performed in two groups, and the scores of the questionnaires were matched by paired t-test. Results The scores of network test, case discussion, summary and written test in the experimental group were better than those in the control group [(37.56±1.32) vs. (35.10±1.25); (27.61±0.94) vs. (24.71±1.51); (27.02±1.11) vs. (26.29±1.30); (88.28±1.97) vs. (83.60±4.58)], the difference was statistically significant. The questionnaire survey showed that the students in the experimental group were better than the control group in the learning efficiency, team cooperation, independent thinking, theory connection, and so on. Conclusions The sandwich teaching method based on CBL principle, combined with the network database, is better than the traditional method in the clinical teaching of pediatric surgery, and can promote the theoretical and overall teaching effect, which is worth popularizing. Key words: Sandwich teaching method; Network database; Pediatric surgery

Objective To explore the influences of the teaching mode based on working process systematization on teaching results of geriatric nursing. Methods A totally of 209 students of 2013 higher vocational nursing major in four classes were selected and divided into the experimental group and the control group by simple random methods, among which the experimental group contains 103 students who were taught in teaching mode based on working process systematization while the control group contains 106 students who were taught in the traditional teaching mode. The new teaching mode′s design and development linked closely to working situations and tasks; adopt the teaching mode combining teaching, learning and practicing together aimed at the position requirements of old-age nursing service system at the core of the true clinic old-age nursing work-post-skills, which were based on nurse practice qualification. Students′ performance achievement between two groups after teaching were compared. The thinking ability of students was evaluated by judging thought scale, and the students′ evaluation of the new teaching method in the experimental group was accessed by a self-designed questionnaire based on working process systematization. Results After the implementation of teaching, there were significant differences between students in two groups in their performance in theory examination and practice examination based on statistics tests (P<0.05); after the intervention, there were statistically significance in the differences in students′ critical thinking ability between two groups by comparison in term of each aspect such as reasoning, agree on the assumptions, explanation, deduction, discoursing (t=7.452, 6.964, 10.220, 4.771, 4.765; P<0.05); the students in the experimental group made a positive evaluation on the teaching method based on working process systematization. Conclusions The teaching method based on working process systematization is available for the teaching of geriatric nursing in higher vocational institutions, and is helpful for students to master professional skills, cultivate their spirit of innovation, strengthen their team spirit, communication skills, critical thinking ability and other qualities. This new method is worth learning in the teaching of geriatric nursing course in higher vocational colleges. Key words: Working process systematization; Higher vocational education; Geriatric nursing; Nursing student

Introduction: Gastric disorder is a common medical problem in India 5. The incidence of gastritis in India is approximately 3 in 869 people suffering from gastritis. Frequency of gastritis is decreasing in the developed world but increasing in developing countries. Gastritis is more common among the adolescents, but it can affect anyone at any age. A variety of mild to severe stomach symptoms may indicate gastritis. Gastrointestinal system is one of the systems of our body which deals with Diet - its intake, absorption, metabolism and elimination. Upper gastrointestinal inflammatory process is exceedingly common and has a wide spectrum of causes and manifestations. Hence the focus of this study was to evaluate the effectiveness of Planned teaching programme on prevention and management of gastritis among students at selected PU Colleges at Shivamogga. Methodology: A Pretest posttest with control group research design and evaluative approach was used in the study. The data was collected from 120 subjects, each 60 pre - university students in control group and 60 pre - university students in experimental group, selected through non - probability purposive sampling technique. Data was collected using structured questionnaire. Results: The overall analysis of level of knowledge of students regarding prevention and management of gastritis showed that in experimental group majority 55% of the subjects had moderate knowledge and 35% had inadequate knowledge in pre test, where as in post test 55% of subjects had adequate knowledge and 41.7% had moderate knowledge. In control group majority 58.3% of the subjects had moderate knowledge and 30% had inadequate knowledge in pre test, where as in post test 71.7% of subjects had moderate knowledge and 18.3% had adequate knowledge. The mean knowledge scores of the subjects at pre - test were 14.53 (55.88%) with standard deviation 3.529 found to be moderate knowledge regarding prevention and management of gastritis. After administration of Planned teaching programme mean knowledge scores of the subjects was 19.48 (74.92%) with standard deviation 3.327 found to be improvement in the level of knowledge among students in experimental group. In control group the pretest mean knowledge scores was found to be 14.97 (57.57%) with the standard deviation of 3.483 and the mean post test knowledge scores were 16.9 (65%) with standard deviation of 2.628 which shows the mild increase in the knowledge level of students regarding prevention and management of gastritis. Conclusion: Findings of the study show that there was a significant difference in pre test and post test level of knowledge of students in experimental group where as little increase in the knowledge scores of students in control group. From this it is concluded that the Planned teaching programme is effective in improving the level of knowledge of students. And there was a significant association between level of knowledge of students in experimental group and selected demographic variables such as age, educational status and Source of information.