Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy          下载免费PDF全文

David A. Morton  Jorie M. Colbert‐Getz 《Anatomical sciences education》2017,10(2):170-175

The flipped classroom (FC) model has emerged as an innovative solution to improve student‐centered learning. However, studies measuring student performance of material in the FC relative to the lecture classroom (LC) have shown mixed results. An aim of this study was to determine if the disparity in results of prior research is due to level of cognition (low or high) needed to perform well on the outcome, or course assessment. This study tested the hypothesis that (1) students in a FC would perform better than students in a LC on an assessment requiring higher cognition and (2) there would be no difference in performance for an assessment requiring lower cognition. To test this hypothesis the performance of 28 multiple choice anatomy items that were part of a final examination were compared between two classes of first year medical students at the University of Utah School of Medicine. Items were categorized as requiring knowledge (low cognition), application, or analysis (high cognition). Thirty hours of anatomy content was delivered in LC format to 101 students in 2013 and in FC format to 104 students in 2014. Mann Whitney tests indicated FC students performed better than LC students on analysis items, U = 4243.00, P = 0.030, r = 0.19, but there were no differences in performance between FC and LC students for knowledge, U = 5002.00, P = 0.720 or application, U = 4990.00, P = 0.700, items. The FC may benefit retention when students are expected to analyze material. Anat Sci Educ 10: 170–175. © 2016 American Association of Anatomists.  相似文献   

Learning and study strategies correlate with medical students' performance in anatomical sciences          下载免费PDF全文

Mohammed K. Khalil  Shanna E. Williams  H. Gregory Hawkins 《Anatomical sciences education》2018,11(3):236-242

Much of the content delivered during medical students' preclinical years is assessed nationally by such testing as the United States Medical Licensing Examination^® (USMLE^®) Step 1 and Comprehensive Osteopathic Medical Licensing Examination^® (COMPLEX‐USA^®) Step 1. Improvement of student study/learning strategies skills is associated with academic success in internal and external (USMLE Step 1) examinations. This research explores the strength of association between the Learning and Study Strategies Inventory (LASSI) scores and student performance in the anatomical sciences and USMLE Step 1 examinations. The LASSI inventory assesses learning and study strategies based on ten subscale measures. These subscales include three components of strategic learning: skill (Information processing, Selecting main ideas, and Test strategies), will (Anxiety, Attitude, and Motivation) and self‐regulation (Concentration, Time management, Self‐testing, and Study aid). During second year (M2) orientation, 180 students (Classes of 2016, 2017, and 2018) were administered the LASSI survey instrument. Pearson Product‐Moment correlation analyses identified significant associations between five of the ten LASSI subscales (Anxiety, Information processing, Motivation, Selecting main idea, and Test strategies) and students' performance in the anatomical sciences and USMLE Step 1 examinations. Identification of students lacking these skills within the anatomical sciences curriculum allows targeted interventions, which not only maximize academic achievement in an aspect of an institution's internal examinations, but in the external measure of success represented by USMLE Step 1 scores. Anat Sci Educ 11: 236–242. © 2017 American Association of Anatomists.  相似文献   

伦敦大学玛丽女王学院基于系统整合的医学课程体系及其对我国医学课程改革的启示   总被引：6，自引：0，他引：6  

刘瑞梓  鲁映青 《复旦教育论坛》2008,6(5):90-93

为推动我国医学教育课程改革,更好地培养适应新世纪发展要求的医学生,本文收集了详细的英国伦敦大学玛丽女王学院于本世纪初实施的基于系统整合的医学教育课程体系的相关资料,并与我国医学教育课程进行了比较,希望借此为我国临床医学高等教育课程改革提供参考.  相似文献   

人民公社时期农村合作医疗事业成功的原因探析   总被引：6，自引：0，他引：6  

谷加恩 《武汉职业技术学院学报》2006,5(1):28-31

人民公社时期的农村合作医疗制度是新中国医疗卫生史上的一个创举,为解决世界各国特别是发展中国家所普遍存在的问题提供了一个范本。政府的强力推动、城市对农村的大力“支援”、稳定赤脚医生队伍、低成本的运行机制是当时农村合作医疗取得辉煌成就的原因,这对于现阶段中国构建新型农村合作医疗制度具有重要的启示。  相似文献   

浅谈中美医学专业课堂比较——以美国督优维尔学院与广西中医药大学为例     

白琳  郑长民  郭占京 《教育教学论坛》2020,(8):109-110

文章作为广西中医药大学与美国督优维尔学院合作举办护理学专业本科教育项目教师,赴美访学的心得体会。通过美国课堂教学环境、教学方法、教学模式等方面讨论中美医科大学课堂教学的差异与优劣。结合实际,基于我校医学专业教育现状,探讨如何借鉴美国教学经验,增加科学教育手段,提高教育质量。  相似文献   

医教协同模式下中医药高专人才培养模式的探索     

张丽  郝玛琍  张宏 《教育教学论坛》2019,(23):70-71

“医教协同”是医学院校协同政府部门、医疗行业、学习者等各方共同合作的育人模式,为医学人才的培养提供思路,同时也有利于提高医学生的岗位胜任力。本文主要从目前我国中医药人才培养现状以及新形势下社会对于中医类人才的需求情况,探讨在医教协同背景下中医药高等专科人才的培养。  相似文献   

我国目前医疗纠纷的赔偿现状及完善     

杨勤法  方慧庆 《丹东师专学报》2006,8(2):11-15

《医疗事故处理条例》在解决医疗纠纷赔偿的司法审判实践的过程中,与民事法律、法规及司法解释存在着冲突.国际上关于医疗纠纷赔偿责任的性质的两种观点中,对患者的保护都不充分.应将未纳入医疗事故的部分医疗差错也纳入进来并给予赔偿,建立和完善专家库,允许并采纳司法鉴定机构对医疗纠纷进行过错责任鉴定.医疗纠纷绝大多数属于民事纠纷,对此我国已有完备的解决途径,如调解、仲裁、民事诉讼等,因此,作为行政法规的《医疗事故处理条例》没有必要再对这一民事纠纷加以规范,以免与现行的诉讼制度相矛盾.  相似文献   

健康老龄化背景下医养教结合发展研究     

欧阳婷 《江苏经贸职业技术学院学报》2020,(2):29-33

随着我国老龄化程度的持续加深,健康老龄化社会的建设势在必行。医养教结合模式是老年人获得足够医疗支持与心理满足的专业化服务模式。目前,医养教结合发展面临受众基础大、需求多层化、服务精细化与高效化的新诉求。同时,存在服务体系不完善,管理机构数量少、功能独立,服务资源质量不高,信息管理不及时等问题。基于此,健康老龄化背景下的医养教结合模式要加强国家的顶层设计,科学统筹相关优势资源,培养专业化的服务人员,建立信息数据库,充分利用社区资源等,促进社会文明的发展。  相似文献   

建立分级式微生物学实验教学新模式   总被引：2，自引：0，他引：2  

牛淑敏  严冰  魏东盛  杨建华  李明春  刘方 《实验技术与管理》2008,25(2):11-12,15

该文从培养学生的动手能力出发,针对微生物学实验技术与方法的特点,结合多年教学实践,微生物学实验课选择了由经典实验与综合性、研究性实验相结合的实验内容;创建了以传统式教学和开放式教学相结合的分级式教学新模式,取得了满意的教学效果.  相似文献   

PBL教学模式在医学遗传实验教学中的应用     

牛宪立  张青峰  魏妮娜  邵敏  高书颖  苏良辰 《教育教学论坛》2020,(8):391-392

在医学遗传学实验教学中,通过具体的案例让学生发现问题并主动学习未知领域的知识,根据教学目标和教学大纲要求编写案例,汇总问题后分给各组学生,让他们以此为主线,自己收集资料,启发学生提出问题讨论,解决问题。PBL讨论式教学模式激发并提高学生自主学习、独立思考、分析问题和解决问题的能力。问卷调查显示结果,绝大部分学生对该教学模式较为满意。以学生为中心的PBL讨论教学模式可以在医学遗传学实验教学中施行,并有效地提高学生医学遗传学实验课程的学习兴趣和学习质量。  相似文献