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.

Analysis of the Application Value of Virtual Reality Combined with Flipped Classroom Teaching Mode in Cardiopulmonary Resuscitation Teaching

Objective:To analyze the value of using virtual reality combined with the flipped classroom teaching model in teaching cardiopulmonary resuscitation(CPR).Methods:Two classes of our nursing program were randomly selected for the study from September 2022 to September 2023,Class A(52 students,conventional teaching method)and Class B(52 students,virtual reality combined with flipped classroom teaching mode).The assessment scores and independent learning ability scores of the students in the two classes were compared.Results:CPR theory and operation scores,passing rate,and independent learning ability scores of Class B were higher than those of Class A(P<0.05).Conclusion:the use of virtual reality combined with the flipped classroom teaching mode in CPR teaching is conducive to the improvement of students’assessment scores and independent learning ability.

Application of Cooperative Learning and Flipped Classrooms in University Basketball Courses in China

This study investigates the application of the teaching model combining cooperative learning and flipped classrooms in university basketball courses in China.By analyzing the advantages and disadvantages of the traditional basketball teaching model and students’satisfaction with the course,the necessity of implementing cooperative learning and flipped classrooms is proposed.The study planned in detail the implementation strategies before class,in the classroom,and after class,and compared them with the control group through an experimental design.The experimental results showed that the new teaching mode demonstrated significant advantages in terms of learning outcomes,student satisfaction,and teacher evaluation.This study provides a valuable reference for the future reform of the physical education curriculum.

Flipped classroom approach to global outreach:cross-cultural teaching of horizontal strabismus to Chinese ophthalmology residents

AIM:To evaluate the flipped classroom model for teaching horizontal strabismus didactics in an ophthalmology residency program in China as part of a visiting professorship from the United States.METHODS:Residents from an ophthalmology residency program in China were invited to participate in flipped classroom sessions taught by an experienced American ophthalmology faculty in 2018.Residents were instructed to watch a pre-class video lecture prior to the in-class-casebased activity.Content tests(5 Ophthalmic Knowledge Assessment Program style questions)and surveys were administered before and after the classroom sessions(100%response rate).These results were compared to that of an American cohort who were taught the same content.RESULTS:The Chinese cohort of 12 residents preferred the flipped classroom to the traditional classroom at higher rates than the American cohort of 40 residents(92%vs 55%,P=0.04)and felt that all ophthalmology topics would be appropriate for the flipped classroom teaching style(P-values between 0.008 and<0.001).In both Chinese and American cohorts,we found that the exotropia curriculum saw a small but significant improvement in performance following the flipped classroom session(P=0.025 for Chinese residents;P=0.001 for US residents),whereas scores in both groups for the esotropia course did not significantly improve.CONCLUSION:This is the first study to evaluate the flipped classroom model implemented by a visiting ophthalmology professor in a global outreach setting.The flipped classroom sessions are viewed favorably by the Chinese residents relative to the US cohort with a modest impact on knowledge.Decreased in-person interpreter requirement and increased student engagement make this model valuable in cross-cultural visiting professorship settings.Finally,the flipped classroom may lend itself well to a virtual format to prevent the transmission of COVID-19,although such a format requires further study.

Exploring the Application Effect of Flipped Classroom Combined with Problem-Based Learning Teaching Method in Clinical Skills Teaching of Standardized Training for Resident Doctors of Traditional Chinese Medicine

Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.

Self-Efficacy Among Nursing Students Using Flipped and Traditional Teaching Modalities

Objective:To measure the self-efficacy of nursing students taught using both flipped and traditional classroom modalities.Method:A quantitative research design was employed.The control group was taught using the traditional classroom model,while the experimental group utilized the flipped classroom model.The study population consisted of undergraduate nursing majors at Shandong University of Traditional Chinese Medicine.Two out of twelve classes were selected through random sampling.Results:The study presents an analysis of the t-test results using SPSS,which shows a significant difference when the calculated P-value falls between 0.00 and 0.05.The P-value obtained was 0.00,indicating a statistically significant difference.Conclusion:The teaching model,whether flipped or traditional,has an impact on nursing students’self-efficacy.Students in the flipped classroom exhibited higher self-efficacy in mastering the curriculum.

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.

The Application and Impact of Flipped Classroom Model in Intercultural Communication Teaching

Flipped classroom, as a new teaching method, brings new perspectives and practices to intercultural communication teaching. This paper discusses the application of flipped classroom in intercultural communication classrooms to enhance students’ language proficiency, communication skills, and intercultural awareness. Firstly, the definitions and importance of flipped classroom and cultural communication are introduced. Then, the paper explores how to integrate the principles and methods of flipped classroom into the practice of intercultural communication teaching, including pre-class activities, in-class interactions, and reflection. Finally, the advantages and challenges of implementing flipped classroom in intercultural communication classrooms are summarized, along with practical recommendations.

“Flipped Classroom” Teaching Model Research: A Case Study of “Innovation and Entrepreneurship Education and Practice (Theory)”

The flipped classroom model differs significantly from the traditional classroom teaching model and offers numerous advantages. This article draws inspiration from the flipped classroom concept, using the “Innovation and Entrepreneurship Education and Practice (Theory)” course as an example to introduce the innovation and characteristics of the flipped classroom model: it is problem-oriented, addressing the “pain points” in teaching, motivating students towards “active learning,” and integrating diverse teaching methods. In the conclusion, the article proposed suggestions on the application of this model, encouraging teachers to summarize their teaching experiences, enhance their knowledge base, and foster students’ awareness of innovation and entrepreneurship.

Application of Flipped Classroom Teaching Model Based on Micro-Course in Practical Training Teaching of Contact Lens Fitting Technology

Objective:This paper aims to study the application of flipped classroom teaching model based on micro-course in the practical training teaching of contact lens fitting technology.Methods:From September 21 to July 23,120 students majoring in ophthalmology and optometry were selected and randomly divided into groups.The control group adopted the traditional teaching mode,and the study group adopted the flipped classroom teaching mode based on micro-course.Teaching scores and the skills,observation and judgment,adaptability,and communication skills were compared between the groups.Results:Statistical comparison of teaching scores under different management methods showed that the clinical thinking score and practice work quality in the study group were higher than those of the control group,and the effect of the study group was better(P<0.05).The overall scores of skills,observation and judgment,adaptability,and communication skills of the study group were better than those in the control group,and the comprehensive ability scores in the two groups were significantly different(P<0.05).Conclusion:In practical training teaching of contact lens fitting technology,the application of flipped classroom teaching based on micro-course can improve the skill scores of personnel,and the overall effect is good.This can lay the foundation for advanced ophthalmology and optometry talents with profound theoretical knowledge and professional skills.

Application of Flipped Classroom Combined with PBL Teaching Method in the Teaching of Respiratory Intensive Care Unit Nursing

Objective:The aim is to investigate the application effect of flipped classroom combined with problem-based learning(PBL)teaching method in the teaching of respiratory intensive care unit nursing.Methods:100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group.The students in the control group were taught by PBL teaching method,and the students in the experimental group were taught by flipped classroom combined with PBL teaching method.After the completion of the teaching,the teachers combined the performance of the two groups of students,and scored them comprehensively in terms of their professional theoretical knowledge,clinical operation skills,independent learning ability,and teamwork ability,and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge,clinical operation,independent learning ability,teamwork ability,and other dimensions.Results:There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students(P>0.05).The scores of clinical operation,independent learning ability,and teamwork ability of the two groups of students were statistically significant(P<0.05),and all the scores of the students in the experimental group were higher than that of the control group.More than 90%of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge,improve the clinical operation skills,enhance the ability of independent learning and teamwork;there were 92%of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching.Conclusion:In the teaching of respiratory intensive care unit nursing,the use of flipped classroom combined with PBL teaching method can improve the learning effect of students,and has certain value in teaching.

OBE理念下基于Flipped Classroom和BOPPPS的物流工程专业英语教学模式设计

高等院校中开设物流工程专业英语课程存在要求记忆性的内容较多、学生英语水平又参差不齐、考核形式较为单一等问题,亟待改革教学模式的改革。在具体分析现有的东北林业大学物流工程专业英语课程现状和教学效果后,依据OBE(Outcome-Based Education)理念,提出采用将Flipped classroom(翻转课堂)和BOPPPS模型相结合,采取小班授课的方式,对授课模式重新设计,形成新的教学模式,增加在线课程学习平台的运用,并调整考核方式,以促进学生的知识内化过程,促进学习成果的产出,提升学生的专业能力,符合卓越工程师人才培养的需要。

IP属地化政策对舆情评论的影响研究——基于微博用户属地公开的准自然实验

[目的/意义]实证评估公开属地政策能否以及如何对舆情评论产生影响,为网络舆情研究、平台优化和治理提供启示。[研究设计/方法]基于自我监控理论和隐私计算理论构建研究模型和假设,以微博“IP属地”功能的推出为准自然实验,运用双重差分法和断点回归模型探究IP属地化政策对舆情评论的影响。[结论/发现]政策引发用户自我监控效应和风险感知效应,不仅整体改善了评论情感倾向、评论可读性和共情性,也能够显著抑制评论情感极性,该结论在一系列稳健性检验后仍然成立。政策影响在不同用户群体之间存在显著差异,相较处于事件热点中心的用户,属地公开更能促使处于非热点中心的用户做出改变。政策同时加剧评论中的地域歧视现象。[创新/价值]揭示了IP属地化政策对在线评论行为的作用,为清朗网络环境提供新视角,丰富了IP属地化与舆情评论行为影响因素的相关研究。

基于移情设计理念下的秦岭生态旅游IP形象设计研究

为了促进秦岭生态文化保护及旅游业的发展,针对目前文创产品的发展现状及不足之处,以移情理念为视角,提出有效设计策略,为秦岭生态文化的传承与发展提供新的思路。根据调研和受众问题反馈,将移情设计理念引入文创IP设计,归纳设计流程为“观察-互动-感知”3个阶段,从视觉、交互、情感等层面系统性梳理秦岭文创产品移情输出设计流程。提取秦岭生态地域形态、色彩与文化语义等设计要素,明晰设计要点,以秦岭四宝IP文创及衍生设计为例,进行秦岭四宝文创IP的视觉形象设计。通过移情设计对秦岭生态元素分析与整理,能够有效契合受众的情感需求,将优秀的文化元素及情感映射到IP设计本身,为受众赋予秦岭生态文化旅游设计形态与色彩,提升文化价值促进秦岭生态文化的发展与保护。

Flipped Classroom模式在汽车构造教学中的应用研究

《汽车构造》是高等院校车辆工程专业及汽车专业的关键专业课程,在传统的教学模式下,一直存在课时内信息量大学生掌握困难、直观认识不足、学生学习兴趣低、学生基础不同接受能力差异大、教学效果差别大的问题。Flipped Classroom模式是一种将学习的决定权从教师转移给学生的全新的教学模式。针对汽车构造课程内容繁多复杂、且兼具较强的理论性和实践性等特点,分析了Flipped Classroom模式在汽车构造教学中可以带来的优势,提出了在汽车构造教学中的应用规范,为汽车构造教学提供了一种新的参考模式。

数字时代传统文化经典再IP化的趋势特征与多元动力

传统文化经典在数字时代的传承与创新,呈现出再IP化的趋势。传统文化经典再IP化,是传统经典依托数字技术的再创造,它以知识产权为核心支撑,并且在介质、感知、功能和运营等维度呈现出跨界融合的趋势特性。传统文化经典再IP化受到多重力量的共同驱动,具体体现为宏观层面的文化安全、文化本体层面的传承需求、科技创新层面的“双向赋能”,以及受众群体层面的代际转换等。但是,传统文化经典再IP化不是简单地将经典的场景予以数字化呈现,而具有一套以观念旨向、业态创新和场景饱和为要素构成的“三位一体”结构体系。

文化创意产业导向下的图书馆文创IP数据库构建研究——以《上海图书馆文创IP资源库》为例

本研究以文化创意产业的发展为导向,以上海图书馆构建的《上海图书馆文创IP资源库》为例,对图书馆文创IP数据库的构建进行深入研究。通过对《上海图书馆文创IP资源库》的调研和分析,探讨图书馆如何利用数字技术和文化资源,构建和管理具有创意价值的IP数据库,并借此为文化创意产业提供丰富的创意资源,推动文化产业的创新与发展,为图书馆文创开发的进一步发展带来新的思路和机遇。

基于身份认证的BACnet/IP分析与改进

为了解决BACnet/IP身份认证存在多种可攻击漏洞和密钥泄露带来的安全问题,提出了一种安全增强的BACnet/IP-SA协议认证方案。研究协议身份认证消息流模型,基于着色Petri网理论和CPNTools对身份认证消息流建模,采用Dolev-Yao攻击者模型和形式化分析方法对BACnet/IP进行安全性分析,发现协议漏洞并提出改进方案。BACnet/IP-SA协议使用设备的伪身份来保护真实身份信息,使用PUF响应进行认证,通过多信息集合的验证值来验证端身份的真实性并生成会话密钥。结合BAN逻辑和非形式化方法,对协议的安全性进行了证明。实验结果表明,所提方案能有效抵抗多类攻击和密钥泄露带来的安全威胁,在减少计算开销的同时增强了协议身份认证的安全性。

基于品牌内涵传达的湖北省博物馆IP文创日用产品开发策略研究

就湖北省博物馆IP文创日用产品开发,对博物馆品牌内涵的传达现状和问题点展开分析,提出明确色彩体系规划、提升产品体验趣味性以及多途径实现品牌价值来强化品牌内涵传达效果的策略和方案,为省博IP文创日用产品开发提供参考。

数智化背景下IP出版的创新发展与实践路径

IP具有品牌性、开放性与广泛的受众基础,能够将文化资源转化为品牌价值。数智化转型背景下,出版业价值转向知识服务,用户导向与技术融合形成出版新趋势。借势数智技术,IP出版能够实现创新发展:产品形态创新主要呈现从产品到服务、从实体到虚拟趋势的转变;叙事方式创新能够实现沉浸式体验与个性化设计;传播方式创新能够实现价值共创,塑造文化认同。IP出版应平衡经济价值与文化价值,推动本土文化走出去,激活传统文化价值,扩大流行文化影响力,发挥凝结人类文明成果、传播知识的重要作用,承担起文化传承与现代化发展的时代重任。