Background
During the coronavirus disease 2019 (COVID-19) pandemic, medical colleges in China had to use online teaching. This study explored the effect of COVID-19 knowledge learning online in a flipped classroom based on micro-learning combined with case-based learning (CBL).
Methods
There were 74 undergraduate medical students who were randomly grouped to an observation group and a control group with 37 participants in each virtual classroom on the Network Teaching Platform. Students learning in the control group utilized face-to-face lecture with PowerPoint pre-provided, while students learning in the observation group were conducted in a flipped classroom based on micro-learning combined with CBL. We compared the effect of both formats of COVID-19 knowledge learning online and the impact on clinical practice attitude in two groups.
Results
All 74 students (100%) responded pretest, posttest and retention test, and completed the questionnaire online. Both formats significantly improved COVID-19 knowledge acquisition at the conclusion of online COVID-19 curriculum. Students’ knowledge test scores including total score and scores of five knowledge dimensions of COVID-19 were significantly higher in the observation group than those in the control group (
P
<0.05). Compared with students in the control group, students in the observation group performed better in retention test and had a significantly more positive clinical practice attitude (
P
<0.05 in all items).
Conclusion
A flipped classroom based on micro-learning combined with CBL showed greater effectiveness in COVID-19 knowledge gain in undergraduate medical students and made their attitude toward clinical practice more positive.
To explore the application of plan-do-check-action (PDCA) cycle management model in the management outpatient appointment, and improve the efficiency of outpatient appointment services. The data of outpatients from January 2019 to December 2020 were collected from a tertiary class B general hospital affiliated to a university in Shanghai. Through the investigation and analysis of the current situation, the reasons were found for the low rate of outpatient appointment. PDCA management was carried out, and measures were formulated for continuous improvement and the effective measures were standardized. The appointment rate, recognition rate and the utilization rate of self-service appointment (handheld hospital and self-service machine) were analysed after the intervention of PDCA. Through PDCA cycle management model, the appointment rate of outpatients increased from 9.93% before improvement to 82.50% after improvement, and the recognition rate of patients increased from 51.39% to 92.76%. The utilization rate of self-service appointment increased from 1.03% to 56.38%. Through the construction of multi-channel, wide coverage and convenient operation of the appointment service system, the PDCA cycle management model effectively improves the efficiency of the outpatient appointment services.
AbstractBackground:Since medical school affiliated hospitals suspended the internship rotation during Coronavirus Disease 2019 (COVID-19) pandemic period in China. Determining an effective and available approach for interns learning new disease knowledge becomes an important challenge in affiliated hospitals. We explored a blended learning approach, a flipped classroom based on micro-learning combined with CBL, in interns learning COVID-19 knowledge using prospective randomized study.Methods: During COVID-19pandemic period in China, 74 final-year undergraduate interns who were scheduled to rotatein our affiliated hospital in academicyear 2019-2020were randomized to a flipped classroomor standard classroomwith 37 participants in each classroomgroup during a 120-minute live online COVID-19curriculum utilizing the same Network Teaching Platform provided by our university. The standard classroom group utilized traditional lecture, while the flipped classroom group applied micro-learningcombined with CBL.We compared the effect of both formats on COVID-19knowledge acquisition and the impact onclinical practice attitude.Results: All 74 interns (100%) responded pretest, posttest and retention test, and completed the questionnaire online. Both formats significantlyimproved COVID-19 knowledge acquisitionat the conclusion of online COVID-19 curriculum.Interns’ knowledge test scores including total score and scores of five knowledge dimensions ofCOVID-19were significantly higher in the flipped classroomgroup than those in the standard classroomgroup (P<0.05). Compared with interns in the standard classroom group, interns in theflipped classroomgroup performed better in retention test and hada significantly more positive clinical practice attitude(P<0.05 in all items).Conclusions: A flipped classroom based on micro-learning combined with CBL showed greater effectiveness in COVID-19knowledge gainin final-year undergraduate interns and made their attitude toward clinical practice more positive.
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