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Problem-Based Learning: An Approach to Medical Education

The aim of this study is to describe critical thinking dispositions among newly graduated nurses with different educational background in China and to explore related factors.

https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/nop2.1388

Critical thinking abilities among newly graduated nurses: A cross‐sectional survey study in China

Case-oriented self-learning and review in pharmacology teaching.

The application-based flipped classroom (APP-FC) is an innovative teaching-learning model that has not been applied and assessed in basic medical curricula teaching in China. The aim of this investigation is to assess students’ perceptions to the APP-based flipped classroom (APP-FC) teaching model in an immunology course. The data of this study were collected from second-year medical students (n = 92) at Lanzhou University. One class (n = 50), as a control group, was offered lecture-based learning (LBL), while the other class (n = 42), as the APP-FC group, was given lecture-based instruction and the APP-FC teaching model during September–November 2017. Afterward, the perceptions of students on APP-FC teaching model were evaluated using questionnaires. Students responded that APP-FC improves their motivation (83%) and interest in learning immunology (81%), as well as their self-directed learning skills (81%). Compared to the traditional lecture-based instruction, the APP-FC noticeably improved students’ motivation in learning (P = 0.011), self-directed learn skills (P = 0.001), memory abilities (P = 0.009), and problem-solving abilities (P = 0.010). Most medical students’ scores (60%) in the final examination were more than 80 points after implementing an APP-FC model as compared to the control group (40%). The majority of students (70%) preferred the APP-FC teaching approach over traditional lecture-based pedagogy. The implementation of the APP-FC teaching model could improve students’ learning motivation, self-directed learn skills, and problem-solving abilities, which is a preferable teaching model for medical immunology courses in China.

/pdf/a-trial-and-perceptions-assessment-of-app-based-flipped-2bncydxr1j.pdf

A Trial and Perceptions Assessment of APP-Based Flipped Classroom Teaching Model for Medical Students in Learning Immunology in China

1 Instructor, Department of Nursing and Midwifery Care Research Center, Faculty of Nursing and Midwifery, Isfahan University of Medical Sciences, Isfahan, Iran 2 PhD Condidate, Faculty of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran 3 Associate Professor, Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Arak University of Medical Sciences, Arak, Iran 4 PhD Condidate, Faculty of Nursing and Midwifery, Tehran university of Medical Sciences, Tehran, Iran * Corresponding author: Mokhtar Mahmoudi, PhD Condidate, Faculty of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran. E-mail: mahmodimokhtar85@gmail.com

Comparison of problem solving and participatory teaching methods on clinical learning, anxiety and satisfaction of nursing students in Arak University of Medical Sciences

The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students’ and teachers’ perception to POPS. 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers.

/pdf/a-trial-of-patient-oriented-problem-solving-system-for-bbps0dy9y7.pdf

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures

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A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures