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
目的研究以案例为基础的教学法(case based learning,CBL)和以团队为基础的教学法(team based learning,TBL)的联合教学法在儿科学教学中的应用效果。方法2021年12月—2022年1月,选择在佳木斯大学附属第一医院实习的2018级卓越医生班学...目的研究以案例为基础的教学法(case based learning,CBL)和以团队为基础的教学法(team based learning,TBL)的联合教学法在儿科学教学中的应用效果。方法2021年12月—2022年1月,选择在佳木斯大学附属第一医院实习的2018级卓越医生班学生60名,根据教学方法的不同分为对照组和观察组,每组30名学生,对照组施以传统教学法,观察组施以CBL和TBL联合教学法。对比2组的教学效果。结果观察组自主学习评分中课前预习、查阅资料、知识理解、各学科联系、知识扩展、巩固与复习的分值分别为(4.20±0.61)分、(4.38±0.54)分、(4.40±0.47)分、(4.30±0.51)分、(4.13±0.55)分、(4.30±0.59)分,课堂教学效果评价项目中课堂氛围、参与主动性及积极性、与老师交流、与同学交流、课堂注意力分别为(4.01±0.66)分、(4.33±0.57)分、(4.18±0.60)分、(4.09±0.52)分、(3.87±0.64)分,均高于对照组,差异有统计学意义(P<0.05);观察组学生的SEGUE项目中沟通启动、信息收集、信息给予、理解患儿、沟通结束的分值依次为(4.50±0.39)分、(6.90±1.29)分、(3.20±0.67)分、(3.68±0.70)分、(3.70±0.58)分,对教学模式的评价条目中学习兴趣、文献查阅能力、参与的主动性、学习效率、处理分析能力、掌握重难点情况、表达和沟通能力、总结能力、师生互动、组织课堂合理性的得分依次为(9.00±0.64)分、(9.29±0.54)分、(8.88±0.68)分、(9.04±0.70)分、(9.32±0.48)分、(9.42±0.50)分、(9.11±0.73)分、(8.79±0.86)分、(8.56±1.10)分、(8.60±1.23)分,出科成绩总分为(93.31±4.32)分,均高于对照组,差异有统计学意义(P<0.05)。结论在儿科学教学中应用CBL和TBL联合教学法能够改善学生的自主学习能力,提升课堂教学效果、学生医患沟通能力,还有助于提高学生对教学模式的认可度。展开更多
为探讨成果导向教育(outcome based education,OBE)联合以案例为基础(case-based learning,CBL)教学模式在医学本科急性胰腺炎临床教学效果,选取160名临床医学专业学生,随机分为试验组和对照组,比较两组学生基础理论考试、临床技能考核...为探讨成果导向教育(outcome based education,OBE)联合以案例为基础(case-based learning,CBL)教学模式在医学本科急性胰腺炎临床教学效果,选取160名临床医学专业学生,随机分为试验组和对照组,比较两组学生基础理论考试、临床技能考核和满意度。数据分析得出OBE理念联合CBL教学模式在临床本科急性胰腺炎教学上有一定优势。展开更多
Talent training has been emphasized in China’s national development.Training an excellent pharmaceutical professional has far-reaching significance for promoting rational use of drugs,ensuring safe drug use,and impro...Talent training has been emphasized in China’s national development.Training an excellent pharmaceutical professional has far-reaching significance for promoting rational use of drugs,ensuring safe drug use,and improving the quality and safety of medical treatment.The internship program is an important part of a pharmacy major that serves to develop students’practical skills.In this paper,we propose a combination of outcome-based education(OBE)and case-based learning(CBL)in pharmacy internships to promote critical thinking and independent learning among students and ensure the sustainable development of pharmacy education.展开更多
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.
文摘目的研究以案例为基础的教学法(case based learning,CBL)和以团队为基础的教学法(team based learning,TBL)的联合教学法在儿科学教学中的应用效果。方法2021年12月—2022年1月,选择在佳木斯大学附属第一医院实习的2018级卓越医生班学生60名,根据教学方法的不同分为对照组和观察组,每组30名学生,对照组施以传统教学法,观察组施以CBL和TBL联合教学法。对比2组的教学效果。结果观察组自主学习评分中课前预习、查阅资料、知识理解、各学科联系、知识扩展、巩固与复习的分值分别为(4.20±0.61)分、(4.38±0.54)分、(4.40±0.47)分、(4.30±0.51)分、(4.13±0.55)分、(4.30±0.59)分,课堂教学效果评价项目中课堂氛围、参与主动性及积极性、与老师交流、与同学交流、课堂注意力分别为(4.01±0.66)分、(4.33±0.57)分、(4.18±0.60)分、(4.09±0.52)分、(3.87±0.64)分,均高于对照组,差异有统计学意义(P<0.05);观察组学生的SEGUE项目中沟通启动、信息收集、信息给予、理解患儿、沟通结束的分值依次为(4.50±0.39)分、(6.90±1.29)分、(3.20±0.67)分、(3.68±0.70)分、(3.70±0.58)分,对教学模式的评价条目中学习兴趣、文献查阅能力、参与的主动性、学习效率、处理分析能力、掌握重难点情况、表达和沟通能力、总结能力、师生互动、组织课堂合理性的得分依次为(9.00±0.64)分、(9.29±0.54)分、(8.88±0.68)分、(9.04±0.70)分、(9.32±0.48)分、(9.42±0.50)分、(9.11±0.73)分、(8.79±0.86)分、(8.56±1.10)分、(8.60±1.23)分,出科成绩总分为(93.31±4.32)分,均高于对照组,差异有统计学意义(P<0.05)。结论在儿科学教学中应用CBL和TBL联合教学法能够改善学生的自主学习能力,提升课堂教学效果、学生医患沟通能力,还有助于提高学生对教学模式的认可度。
文摘为探讨成果导向教育(outcome based education,OBE)联合以案例为基础(case-based learning,CBL)教学模式在医学本科急性胰腺炎临床教学效果,选取160名临床医学专业学生,随机分为试验组和对照组,比较两组学生基础理论考试、临床技能考核和满意度。数据分析得出OBE理念联合CBL教学模式在临床本科急性胰腺炎教学上有一定优势。
文摘Talent training has been emphasized in China’s national development.Training an excellent pharmaceutical professional has far-reaching significance for promoting rational use of drugs,ensuring safe drug use,and improving the quality and safety of medical treatment.The internship program is an important part of a pharmacy major that serves to develop students’practical skills.In this paper,we propose a combination of outcome-based education(OBE)and case-based learning(CBL)in pharmacy internships to promote critical thinking and independent learning among students and ensure the sustainable development of pharmacy education.
