The application of case-based learning teaching method with internet in physiology teaching

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

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.

Although technology has found its way into modern physical education (PE), technology-“unfriendly” environments beyond the gym, such as swimming pools, still haven’t been focused on in terms of technology-enhanced teaching and research efforts. Approaching this blind spot, the main objective of this study was to determine the impact of technology-enhanced video feedback on swimming performance, particularly using a tablet computer. Two 5th grade PE swimming classes were randomly assigned experimental group (n=16) and control group (n=15). Experimental group students were exposed to a standardized video analysis and feedback program using a tablet computer by a trained PE teacher for 7 weeks. The control group PE swimming class didn’t integrate any media and technology at all and used traditional teaching methods such as verbal feedback only. Students’ swimming performance for front crawl was measured at baseline and after the 7-weeks class period using a pre-post test design. Experimental group students significantly (p<0.05) improved in front crawl racing-results from pre- to post-test. Semi-structured interviews with selected experimental group students revealed that the students judged the video feedback scenario using a tablet computer being helpful for their learning process of improving their front crawl technique and eventually their race results. Conclusively, video feedback via tablet technology in PE swimming classes served as a sufficient and effective teaching method for improving front crawl swimming performance in 5th grade students. The teaching scenario proved to be superior compared to traditional teaching methods and feasible in the swimming pool environment.

Objective To explore the role of case based learning on otolaryngology probation teaching. Methods The undergraduate clinical students in the class of 2006 of Wenzhou Medical University were as control group, used the traditional teaching method; students in the class of 2007 and 2008 as experimental group 1 and 2 respectively, applied case-based learning method. Their probation appraisal result, the final exam, learning satisfaction survey, and teaching effect were analyzed and compared. Results Compared group 1 and group 2 with control group respectively, both group 1 and group 2 showed higher grades than the control group on trainee evaluation results, final examination results and learning satisfaction. These differences have statistical significance. Conclusions Through 2 years practice, the teaching effect of case-based learning was better than the traditional method in otorhinolaryngology head and neck surgery. Key words: Case based learning; Probation teaching; Otolaryngology

Objective: To investigate the practical effect of problem-based learning (PBL) combined with case-based learning (CBL) teaching method used in the teaching of vascular surgery internship. Methods: 60 clinical medical graduates who interned in vascular surgery in our hospital from June 2022 to June 2023 were divided into the control group and the observation group of 30 each by applying the random number division method. The control group adopted the traditional lecture mode, and the observation group adopted the comprehensive teaching mode of PBL + CBL teaching method. The indicators of students’ job competence and teaching satisfaction scores in the two groups were compared. Results: The scores of students’ job competence in basic theoretical knowledge of vascular surgery, basic operation, clinical analysis, medical records writing, etc. in the observation group were higher than those in the control group, and the scores of satisfaction with teaching method were higher than those in the control group, with statistically significant differences (P &lt; 0.01). Conclusion: PBL + CBL teaching method used in vascular surgery internship teaching is effective and can significantly improve the students’ basic theoretical knowledge and clinical practice skills, with a high satisfaction rating, thus it is worthwhile to promote the application in the field of clinical teaching.

Purpose: Case-based learning (CBL) is now used as a teaching strategy to promote clinical problem-solving ability. The purpose of this study was to determine whether CBL is superior to the traditional teaching method in teaching lung cancer curriculum to oncology students.Methods: This study was a randomized controlled trial, enrolled 80 first-year oncology postgraduates from Bengbu medical college in the past 3 years. They were randomized to divide into 2 groups, had courses with the same lung cancer contents and timing. The experimental group (n = 40) utilized the CBL method while the control group (n = 40) used the traditional lecture-based teaching method. A questionnaire was used to attain the students’ learning satisfaction and self-efficacy of the course, and a post-study examination was used to assess end-of-course performance.Results: Complete data were obtained from participating students (n = 40 in CBL; n = 40 in traditional teaching). The CBL group performed significantly better in questionnaire and examination compared to traditional teaching groups. Students showed high levels of satisfaction and problem-solving ability in the CBL group.Conclusion: Compared with the traditional teaching method. The case teaching method is a more effective teaching method to improve the ability of problem-solving for graduate students in medical oncology.

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

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

Objective To explore the effect of comprehensive design animal experiments inexperimental teaching of nursing in Operation Room. Methods By the method of cluster sampling, fifty five students in class 1 and 2 of bachelor of nursing in grades 2010 were chosen as experimental group while another fifty five students in class 3 and 4 were selected as control group. Students in the control group had been taken traditional teaching method while students in the experimental group underwent the teaching method of comprehensive design animal experiments. After the course famishment, we assessed the teaching effects by achievement degree of experimental goal and the satisfaction of course. Results The scores of theory knowledge gained (78.34±10.42) in intern nurses and (82.76±11.48) for comprehensive practice examination, which both of scores were higher than these of the control group (t=2.936, 3.079, respectively; P<0.01). 98.2% of intern nurses reckoned the teaching method of comprehensive design animal experiments contributed learning initiative and ability of linking theory with practice and 96.4% of intern nurses believed it could train the awareness of creation. Conclusions The teaching method of comprehensive design animal experiments utilizes for operation room, inspires nursing students′ learning interest, and enhances their comprehensive quality and ability. Key words: Nursing in operation room; Experimental teaching; Comprehensive design animal experiment; Nursing undergraduates

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

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 investigate the effect of Sandwich teaching method in neurosurgery clinical training. Methods An experimental control method was used. A total of 72 clinical medicine undergraduates in the Department of Neurosurgery of the Third Affiliated Hospital of SUN Yet-sen University from July to December in 2018 were divided into the experimental group(n=36)and the control group(n=36) by random number table method.Sandwich teaching method was applied in the experimental group, and traditional teaching method was applied in the control group, then the theoretical knowledge, clinical skills and the clinical comprehensive ability were assessed. The satisfaction degree was evaluated by questionnaire. Results The theoretical knowledge scores, case analysis scores, and total scoresin the experimental group were 36.91±2.58、25.50±2.37、86.02±5.23, and those in the control group were 33.19±4.02、21.09±1.85、77.23±5.02, the differences between two groups of all parts had statistical significance (all P<0.05). The clinical comprehensive ability assessment of the overall evaluation scores in experimental group was 8.19±0.64, and that in control group was 7.53±0.67, the difference of score between two groups had statistical significance(P<0.05). Satisfaction survey on two groups of students showed that, respectively, scores of stimulating interest in learning of the experimental group and control group were 8.63±0.55 and 7.32±0.83, scores of improving learning initiative were 8.20±0.77 and 7.36±0.47, scores of improving team cooperation ability were 8.93±0.53 and 6.80±0.63, scores of improving communication ability were 8.35±0.52 and 7.34±0.59, scores of cultivating clinical thinking abilitywere 9.05±0.41 and 7.35±0.65, scores of improving the ability of theory with practice were 9.00±0.37 and 7.34±0.66, and scores of promoting clinical skills mastery were 7.46±0.76 and 7.11±0.58, scores of enhancing self-learning ability were 7.69±0.56 and 7.09±0.58, scores of promoting the learning of new knowledge score were 7.88±0.55 and 7.09±0.58, scores of ensuring the students' participation grade 0.58 mm were 8.51±0.65 and 6.87±0.51, the differences of scores of each project between the two group were statistically significant (all P<0.05). Conclusions Through the Sandwich teaching method, the students' interest in learning was stimulated, the clinical reasoning capacity and comprehensive ability were improved, so the quality of teaching was ensured. Key words: Sandwich teaching method; Neurosurgery; Clinical practice; Teaching

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

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.