Application of online teaching mode combining case studies and the MOOC platform in obstetrics and gynecology probation teaching

Li, Yi; Yang, Chunfen; Liao, Wenyan; Yang, Shuangjian; Tong, Wenjuan; Li, Li; Lan, Hui; Yang, Dong

doi:10.1186/s12909-022-03854-1

Cited by 9 publications

(7 citation statements)

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“…Interactions between clinical teachers and interns are insu cient and ine cient [2]. Moreover, gynecological diseases often involve patients' privacy, interns always be restricted to observe treatment or do gynecological examination, especially for male interns [3]. So, the interns have few opportunities to practice.…”

Section: Introductionmentioning

confidence: 99%

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

Wang

Yang

et al. 2023

Preprint

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Background The traditional gynecological teaching model is not conducive to the cultivation of interns’ clinical skills, thinking patterns and doctor-patient communication ability. This study is aim to explore the application effect of hybrid BOPPPS (Bridge-in, Objective, Pre-assessment, Participant learning, Post assessment, Summary) teaching model in a clinical internship in gynecology. Methods This observational study was conducted among the final year undergraduate medical interns from September 2020 to June 2022 at Jiaxing Maternity and Child Health Care Hospital. The control group consisted 114 interns of grade 2017 who received the traditional teaching model. The experimental group consisted 121 interns of grade 2018 were introduced to the hybrid BOPPPS teaching model. interns’ final examination scores and teaching satisfaction were compared. Results The final examination scores of interns in the experimental group were significantly higher than those of interns in the control group (P <0.05). In the experimental group, the final theoretical exam scores were significantly higher than the pre-assessment scores (P <0.01). Compared with the control group, 93.4% of interns in the experimental group thought the hybrid BOPPPS teaching model could help them to improve case analysis ability, and the difference is statistically significant (P < 0.05). 89.3% of interns in the experimental group supported the promotion and application of hybrid BOPPPS model in the practice of other disciplines. Conclusion The hybrid BOPPPS teaching model helps to stimulate interns' learning interest and learning initiative, improve interns’ clinical skills, and have high interns’ satisfaction, which is worth of promotion and application in the practice of other disciplines.

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Section: Introductionmentioning

confidence: 99%

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

Wang

Yang

et al. 2023

Preprint

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“…In nursing education in China, influenced by the medical teaching mode, the knowledge system is typically divided into 2 modules: public knowledge and professional knowledge. For instance, Li et al [ 28 ] conducted a study on nursing English teaching, where 241 students were randomly assigned to a micro-class teaching method experimental group and a traditional teaching control group. After the course, the micro-class teaching experimental group showed significantly better results in terms of learning attitude, autonomous learning ability, learning efficiency, and test scores compared to the traditional teaching group.…”

Section: Discussionmentioning

confidence: 99%

Value of applying interactive micro-courses on occupational protection in operating room for nursing trainees

Wang

2023

Medicine

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This study aimed to investigate the application value of an interactive micro class on occupational protection in the operating room for nursing interns. Using a cluster sampling approach, 200 junior college nursing interns were selected as participants at our hospital, who were practicing from June 2020 to April 2021. They were randomly assigned to either the observation group or the control group, with 100 participants in each. Data on teaching-related evaluation indicators, including clarity of teaching objectives, learning atmosphere, rational use of learning resources, effectiveness of teaching process regulation, and degree of students' participation in activities, were collected for both groups. Additionally, the scores of occupational protection assessment in the operating room, which encompassed physical, chemical, biological, environmental, and physiological and psychological factors, were also recorded. The comparative analysis of teaching-related evaluation indicators between the 2 groups revealed statistically significant differences. Specifically, significant differences were found between the 2 groups in the clarity of teaching objectives (P = .007), learning atmosphere (P < .001), rational use of learning resources (P < .001), effectiveness of teaching process regulation (P = .01), and degree of students' participation in activities (P < .001). Furthermore, the scores of all items in the observation group were higher than those in the control group. Additionally, the comparison results of the scores of the occupational protection assessment in the operating room between the 2 groups showed that while there was no statistically significant difference between the 2 groups before the intervention (P > .05). However, after the intervention, statistically significant differences were found between the 2 groups in physical (P < .001), chemical (P = .001), biological (P < .001), environmental (P < .001), and physiological and psychological factors (P < .001). Additionally, the scores of all items in the observation group were higher than those in the control group. The implementation of the interactive micro class enhanced the quality of teaching related to occupational protection in the operating room for interning nurses, thus verifying its benefits in clinical teaching practices.

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“…Probation teaching seems to be the relevant solution for these problems, which has been considered of great importance in the growth process of medical students. Through probation teaching, students have a deeper understanding of theoretical knowledge and gain a broader view beyond textbook [14,15]. Traditional probation teaching is conducted o ine, while educators generally used online classes as adjuvant for broadening medical view.…”

Section: Introductionmentioning

confidence: 99%

Application of novel probation teaching mode in implant dentistry curriculum for Chinese undergraduate students

Liu,

Li,

et al. 2024

Preprint

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Background: Implant dentistry has developed rapidly due to elevated patient awareness and treatment expectations, resulting an increasing demand for educators to provide well-designed undergraduate oral implantology curriculum. However, not many studies have focused on the teaching effect of clinical probation in implant dentistry course. We conducted a retrospective study to evaluate the knowledge acquisition, attitude, and behavior of the students when exposed to three forms of oral implantology curriculum applied with different teaching modes. Methods: We enrolled 150 fourth-year undergraduate dental students from grade 2017 to grade 2019 with 50 from each grade, respectively. Grade 2017 were exposed to conventional theoretical lectures only and selected as the Group A. Grade 2018 were provided with online probation teaching in addition to the theoretical lectures and selected as the Group B, while grade 2019 received offline probation teaching in addition to the theoretical lectures and selected as the Group C. The evaluation of the above teaching modes was conducted by final exam assessment and an online questionnaire. Results: Overall evaluation of the course showed that probation teaching could enhance students’ satisfaction level, knowledge mastery efficiency and facilitate an appreciation of potential career options in oral implantology (P < 0.05). Further assessment regarding the comparison between online and offline mode of probation teaching demonstrated that the offline mode could effectively activate class atmosphere, increase student-teacher interaction, better foster clinical thinking ability, and meanwhile promote an early cultivation of medical humanistic spirit (P < 0.05). Assessment of final exam scores were consistent with the results of questionnaire, with Group C exhibited the best academic performance followed by Group B, then Group A (P < 0.05). Conclusions: The utilization of the offline probation teaching mode in the undergraduate curriculum could not only improve students’ implantology knowledge and competences in a relaxing and effective manner, but also bridge the gap between theory and clinical practice.

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Application of online teaching mode combining case studies and the MOOC platform in obstetrics and gynecology probation teaching

Cited by 9 publications

References 0 publications

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

Application of hybrid BOPPPS teaching model in clinical internship in gynecology

Value of applying interactive micro-courses on occupational protection in operating room for nursing trainees

Application of novel probation teaching mode in implant dentistry curriculum for Chinese undergraduate students

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