Research and Discussion on Flipped Classroom Combined with Case-Based Learning in Pharmacoeconomics Teaching

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.

M-learning结合CBL在消化科规培教学中的探讨及应用

目的探究移动学习平台(M-learning,ML)结合案例教学(Case-based Learning,CBL)在消化科住院医师规范化培训(简称规培)教学中的应用效果。方法选取2021年1月—2023年1月于上海市徐汇区中心医院消化科参加规培学习的80名医师作为研究对象,将其按照随机数表法分为研究组和对照组,每组40名。对照组给予传统讲授式教学法,研究组给予M-learning结合CBL教学法,对比两组医师的理论考试成绩、实践技能考试成绩和学习满意度。结果研究组的理论成绩和实践技能考试成绩均高于对照组,差异具有统计学意义(P均<0.05);研究组的学习满意度明显高于对照组,差异具有统计学意义(P<0.05)。结论将Mlearning结合CBL教学法应用于消化科规培教学中,不仅能够提升医师的理论考试成绩和实践技能考试成绩,还能够有效提高医师学习满意度。

Integration of Theory and Practice in Medical Morphology Curriculum in Postgraduate Training:A Flipped Classroom and Case-based Learning Exercise

Objective:The integration of training in theory and practice across the medical education spectrum is being encouraged to increase student understanding and skills in the sciences.This study aimed to determine the deciding factors that drive students'perceived advantages in class to improve precision education and the teaching model.Methods:A mixed strategy of an existing flipped classroom(FC)and a case-based learning(CBL)model was conducted in a medical morphology curriculum for 575 postgraduate students.The subjective learning evaluation of the individuals(learning time,engagement,study interest and concentration,and professional integration)was collected and analyzed after FC-CBL model learning.Results:The results from the general evaluation showed promising results of the medical morphology in the FC-CBL model.Students felt more engaged by instructors in person and benefited in terms of time-saving,flexible arrangements,and professional improvement.Our study contributed to the FC-CBL model in Research Design in postgraduate training in 4 categories:1)advancing a guideline of precision teaching according to individual characteristics;2)revealing whether a learning background is needed for a Research Design course to guide setting up a preliminary course;3)understanding the perceived advantages and their interfaces;and 4)barriers and/or improvement to implement the FC-CBL model in the Research Design class,such as a richer description of e-learning and hands-on practice.Conclusion:Undertaking a FC-CBL combined model could be a useful addition to pedagogy for medical morphology learning in postgraduate training.

Hydraulic Circuit Design and Dynamic Learning Using Case-based Reasoning

This paper describes the design and implementation of a hydraulic circuit design system using case-based reasoning (CBR) paradigm from AI community The domain of hydraulic circuit design and case-based reasoning are briefly reviewed Then a proposed methodology in compuer-aided circuit design and dynamic leaning with the use of CBR is described Finally an application example is selected to illustrate the ussfulness of applying CBR in hydraulic circuit design with leaming.

State of the art in applications of machine learning in steelmaking process modeling

With the development of automation and informatization in the steelmaking industry,the human brain gradually fails to cope with an increasing amount of data generated during the steelmaking process.Machine learning technology provides a new method other than production experience and metallurgical principles in dealing with large amounts of data.The application of machine learning in the steelmaking process has become a research hotspot in recent years.This paper provides an overview of the applications of machine learning in the steelmaking process modeling involving hot metal pretreatment,primary steelmaking,secondary refining,and some other aspects.The three most frequently used machine learning algorithms in steelmaking process modeling are the artificial neural network,support vector machine,and case-based reasoning,demonstrating proportions of 56%,14%,and 10%,respectively.Collected data in the steelmaking plants are frequently faulty.Thus,data processing,especially data cleaning,is crucially important to the performance of machine learning models.The detection of variable importance can be used to optimize the process parameters and guide production.Machine learning is used in hot metal pretreatment modeling mainly for endpoint S content prediction.The predictions of the endpoints of element compositions and the process parameters are widely investigated in primary steelmaking.Machine learning is used in secondary refining modeling mainly for ladle furnaces,Ruhrstahl–Heraeus,vacuum degassing,argon oxygen decarburization,and vacuum oxygen decarburization processes.Further development of machine learning in the steelmaking process modeling can be realized through additional efforts in the construction of the data platform,the industrial transformation of the research achievements to the practical steelmaking process,and the improvement of the universality of the machine learning models.

PBL联合CBL教学法在眼科教学中的应用

目的分析以问题为基础的学习(problem-based learning,PBL)联合以案例为基础的学习(case-based learning,CBL)对眼科教学效果的影响。方法以2018年3月—2019年6月在遵义医科大学接受《眼科学》教学的100名临床医学专业本科学生为研究对象,随机抽取接受CBL教学的学生50名,作为CBL组;抽取接受PBL联合CBL模式教学的学生50名,作为PBL联合CBL组。收集两组学生的眼科学试卷,对比两组学生眼科学考试成绩及主观题答题情况。结果CBL教学组平均成绩低于PBL联合CBL教学组平均成绩,差异有统计学意义(P<0.05)。CBL教学组总成绩略低于PBL联合CBL教学组,差异有统计学意义(P<0.05)。CBL教学组主观题分数低于PBL联合CBL教学组主观题,差异有统计学意义(P<0.05)。PBL联合CBL教学组主观题答题情况优于CBL教学组,差异有统计学意义(P<0.05)。结论PBL联合CBL教学法对眼科的临床教学有重大意义,值得参考。

网络信息化平台的CBL模式在病理学教学中的应用

利用网络信息化平台,结合CBL教学为丰富临床病理学在线教学带来了新的改革思路。5年制医学生完成临床病理学理论学习后,分设小组以CBL教学结合实际病例进行前期讨论,利用网络信息化平台进行讨论发言,由教师针对学生的问题进行答疑解惑和指导。理论考试成绩和调查问卷结果不仅反映了学生积极主动的学习态度,同时提升了教师的整体综合素质,真正做到了教学相长、共同进步。

CBL联合MDT的教学模式在放疗科住培教学中的应用和效果评价

目的:探讨案例教学法(case-based learning,CBL)联合多学科协作(multidisciplinary team,MDT)教学模式在放疗科住院医师规范化培训教学中的应用效果。方法:以在我院放疗科轮转实习的44名住院医师规范化培训学员为研究对象,随机分为试验组和对照组,每组各22名。试验组实行CBL联合MDT的教学模式,对照组实行常规临床教学活动。两组学员在轮转结束时同步进行自我评价满意度调查、出科理论和操作技能考核,带教老师对两组学员进行岗位胜任力评价。结果:试验组学员的理论、技能考核成绩和自我评价满意度、岗位胜任力评价均高于对照组,差异有统计学意义(P<0.05)。结论:CBL+MDT教学法用于放疗科住培教学中,可以提高教学效果和住培学员的自我评价满意度,并有助于学员岗位胜任力的提升。

CBL案例教学法联合智慧教室在“超声诊断学”教学中的应用

为探讨以案例为基础的教学法联合智慧教室的教学模式在“超声诊断学”中的应用和教学效果,在2022年2月至7月间,随机抽取2018级临床专业57名学生为研究对象,采取数字抽签法分成实验组和对照组,其中对照组采用传统教学法,实验组基于智慧教室应用CBL案例教学法。课后,对比两组学生的综合考核成绩和教学满意度。结果表明,实验组的综合考核成绩和教学效果满意度均高于对照组,差异有统计学意义(p<0.05),CBL案例教学法联合智慧教室在“超声诊断学”教学中的应用效果显著。

Learning and competence development via clinical cases-what elements should be investigated to best train good medical doctors?

In European higher education,application of information technology,concentration on the learning-processes,consistent implementation,transfer learning,case-based learning,autonomous learning has been extensively studied in the last decade.Educational sciences based on neuroscientific findings use brain-based learning and teaching,including integrated thematic instructions and emotion-theory.Elements essential to this strategy,such as theory and methods for learning,competencies,attitudes,social reality,and a metadiscourse are described herein.Research on learning tends to focus on declarative knowledge,associative learning with conditional stimuli,and procedural knowledge with polythematic/crosslinking thinking.Research on competencies:In research on competencies(e.g.,for clinical reasoning,decision-making),intuitive and analytical components are studied.As repeated presentation and exercising of clinical cases is crucial for an efficient learning process,the implementation of interactive scenarios including affectively involving didactics is considered.For competence-development observational methods,questionnaires/item sets or factors have to be targeted and empirically validated.Attitudes and social reality:Clinical decision-making,identification processes and attitudes(“Hidden curriculum”),as well as secondary socialization processes(integration of social norms,values,preparation of role-acquisition,occupational role)are studied via process research,conceptual research,and observational methods.With respect to social reality research,conscious and unconscious bargaining processes have to be taken into account.Methodology:Neuroscience-memory,neuronal,molecular biology,and computer science(Neurocircuits)are integrated into observational process research(e.g.,affective-cognitive interface,identification processes)and conceptual research is added and studied on the meta-level,including discussion of research paradigms.This discussion provides ongoing feedback to projects in a hermeneutic circle.

Case and Questions Design in Case- based Learning Used in Medical-nursing English Teaching

Case-based learning(CBL) is gradually replacing the traditional lecturing-based learning in nursing English teaching.In the process of CBL, selecting and compiling a good case is key to the success of CBL. In the meantime, designing questions is an important factor for successful CBL. In this article, we discuss how to select and compile cases and how to design questions in CBL used in Medical-nursing English Teaching.

A Requirement Driven Learning Management Architecture Based on BPEL

With the prosperity of the Internet,e-learning has been greatly improved. By supporting multiple learners and multiple roles in a learning activity,the IMS Learning Design (LD) specification provides a collaborative scenario for participants. However,IMS LD provides insufficient support for interaction among learning activities and can not dynamically integrate learning resources to meet the continually changing service requirements. In this paper,a Business Process Execution Language (BPEL) enhanced requirement driven learning management architecture to address the issues of personalize adaptive learning was proposed. It models the learning activity by combining IMS LD with BPEL and matches optimal learning sequence based on Case-based reasoning (CBR) method. By providing expandable secure learning sequences flexibly,it satisfies the different actual demands for personalize learning.

基于CBL的多学科协作教学方法在医学影像学规范化培训中的应用研究

目的:探讨基于CBL的多学科协作教学方法在医学影像专业住院医师规范化培训中的应用效果。方法:将2018年7月至2019年12月进入我科参加住院医师规范化培训的各科学员共62名,其中影像学专业共17人,病理和超声专业10人,内科专业14人,外科专业21人,将同一时间入科的学员分为一组,并由1名带教老师作为组长,应用新的教学方法进行为期1年的教学实践,随后进行教学总结、教学考核。教学总结包括组织学员座谈、填写调查问卷;教学考核分为理论考试和实践考评,各占比50%计分,评估学员学习效果。结果:95.16%(59/62)学员认为此教学方法新颖有趣,教学过程易于实施、操作。90.32%(56/62)学员认为此方法可以激发他们的主动学习热情,还可以增强团队协作意识。83.87%(52/62)学员认为可以提高他们的实践动手能力,强化和拓展跨学科知识。教学考核中所有学员理论测试成绩均有不同程度的提高;88.70%(55/62)学员实践考核成绩则为优秀或良好,无不及格的学员。结论:基于CBL的多学科协作教学方法充分利用学员来源于多学科的特点,发挥学员自主学习主观能动性,巩固和拓展学员的理论知识,同时培养他们团队协作精神和实际动手能力。

CBL-RISE教学模式在神经外科新入职护士实习带教中的应用效果

目的探讨以案例为导向的教学法(case-based learning,CBL)联合以文献为导向的自我学习(reference induced self-education,RISE)(简称为CBL-RISE教学模式)在神经外科新入职护士实习带教中的应用效果。方法选取2021年1—12月在海安市人民医院接受CBL-RISE教学模式进行实习带教的42名神经外科新入职护士为观察组,并与在2021年1月之前接受传统教学法进行实习带教的42名神经外科新入职护士(对照组)进行比较,评价两组护士理论知识和实践操作技能的考核成绩,临床思维能力及自主学习能力培养情况,以及对教学效果的自评情况。结果与对照组比较,观察组护士的理论知识和实践操作技能考核成绩得分更高(P<0.05),且观察组考核成绩的优秀率、及格率均高于对照组(P<0.05)。与对照组比较,观察组护士的临床思维能力、自主学习能力评分更高(P<0.05)。与对照组比较,观察组护士对教学模式自评效果评分更高(P<0.05)。结论CBL-RISE教学模式应用于神经外科新入职护士实习带教中,有利于提高护士理论知识及实践操作技能的掌握程度,能够提升护士的临床思维及自主学习能力,有效提高护理教学效果。

OBE理念联合CBL教学模式在急性胰腺炎教学中的应用

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。

CBL联合PBL双轨教学模式在骨科临床带教中的应用研究

目的 探讨以问题为导向教学模式(problem-based learning,PBL)联合以案例为导向教学模式(case-based learning,CBL)双轨教学模式在骨科临床带教的应用效果。方法 2020年1月—2021年10月,选取于徐州医科大学附属医院骨科实习的84名医学生,随机分为试验组与对照组,各42名。对照组采用传统教学法,试验组采用CBL联合PBL双轨教学法,比较两组医学生的自我导向学习能力评价量表(Self-Rating Scale of SelfDirected Learning-Chinese Version,SRSSDL-CV)评分、评判性思维能力测量表(Critical Thinking Disposition Inventory-Chinese Version,CTDI-CV)评分及课程体验问卷(course experience questionnaire,CEQ)评分。结果 教学结束后,两组医学生的SRSSDL-CV量表5个维度评分及总分显著高于教学前,且试验组医学生的SRSSDL-CV评分显著高于对照组,差异有统计学意义(P<0.05)。教学结束后,两组医学生的CTDI-CV量表7个维度评分显著高于教学前,且试验组医学生的CTDICV评分显著高于对照组,差异有统计学意义(P <0.05)。教学结束后,试验组医学生的CEQ问卷12个维度评分显著高于对照组,差异有统计学意义(P <0.05)。结论CBL联合PBL双轨教学模式在骨科临床带教中实施可获得良好的教学效果,有效提高医学生的自我导向学习能力,有助于培养医学生的评判性思维能力,医学生的课程体验感更佳。

思维导图结合CBL教学法在“药理学”教学中的应用初探

目的:探讨思维导图结合CBL教学法在“药理学”教学中的应用效果。方法:选择新乡医学院三全学院2020级专升本临床专业8个班作为研究对象,前四个班采用传统教学模式,后四个班实施新型混合式教学模式。通过学生的成绩(含平时测验成绩与期末成绩)来评价教学效果。结果:采用新型混合式教学的教改班与采用传统教学法的对照班相比,教改班的平时测验成绩和期末考试成绩均高于传统对照班,且学生成绩的差异具有统计学意义(P<0.05)。结论:思维导图结合CBL教学法的“药理学”混合式教学是对前期教改成果的进一步改良,有利于“药理学”教学效果的提升,值得推广应用。

多模态MRI成像技术在原发性肝癌临床CBL教学中的探索和实践

本文探讨了多模态MRI成像技术与CBL教学模式在原发性肝癌临床教学中的应用,这种教学模式有助于提高学生的学习效果,激发学习兴趣,并培养具备临床思维的医学人才。然而,应用这种教学模式仍面临诸多挑战,如学生适应能力、教师综合能力等。为了克服这些挑战,我们需要在各方面进行改进,以进一步提高教学质量。

Analysis of Combining OBE and CBL in Pharmacy Internship

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.

CBL结合Seminar教学方式在神经外科实习教学中的应用

目的探讨CBL结合Seminar教学方式在神经外科实习教学中的应用效果。方法采取整群抽样方法,选取2020年6月至2021年6月在温州医科大学定理临床学院、浙江省温州市中心医院神经外科实习的温州医科大学2016级5年制临床医学专业五年级40名学生为研究对象,将其随机分为试验组和对照组,每组20名学生。试验组学生采用基于案例学习(case-based learning,CBL)结合研讨会(Seminar)教学方式,对照组学生采用传统教学方式。通过理论考试、临床技能考核比较两组学生的教学效果,通过问卷调查方法了解试验组学生对教学方式的评价。结果试验组学生理论知识考试总成绩[(74.35±0.75)分]显著高于对照组学生[(68.60±0.92)分],其差异具有统计学意义(t=5.262,P<0.05)。试验组学生临床技能考核成绩均优于对照组学生,包括病史采集[(14.85±0.42)分vs.(13.75±0.34)分]、影像学判断[(7.15±0.25)分vs.(6.20±0.24)分]、基础技能操作[(22.95±0.60)分vs.(20.90±0.50)分]和总成绩[(74.95±0.84)分vs.(69.90±0.71)分],其差异均具有统计学意义(均P<0.05);在病史病程书写规范和医患沟通方面,两组学生分数比较,其差异均无统计学意义(均P>0.05)。问卷调查结果显示,超过70.0%的试验组学生认为CBL结合Seminar教学方式可以激发自身学习兴趣,变得更加积极主动学习,可以提高独立学习、沟通交流、临床思维等多种能力,希望以后实习教学中继续采用CBL结合Seminar教学方式。结论在神经外科实习教学过程中,采用CBL结合Seminar教学方式能够充分调动学生的学习主动性,提高学习的生动性、灵活性和思维开拓性,值得进一步完善和推广。