关键词： Medical education   The process-based teaching   SPARK case database   Teaching of radiology   The musculoskeletal system  

摘要： Background Process-based teaching is a new education model. SPARK case database is a free medical imaging case database. This manuscript aimed to explore the application of the process-based teaching based on SPARK case database in the practice teaching of radiology in the musculoskeletal system. Methods 117 third year medical students were included. They were divided into Group A, B, C and D according to the curriculum arrangement. Group A and B attended the experimental class at the same time, A was the experimental group, B was the control group. Group C and D attended experimental classes at the same time, C was the experimental group, D was the control group. The experimental group used SPARK case database, while the control group used traditional teaching model for learning. The four groups of students were respectively tested after the theoretical class, before the experimental class, after the experimental class, and one week after the experimental class to compare the results. Finally, all students used SPARK case database to study, and were tested one month after the experimental class to compare their differences. Results The scores after the theoretical class of Group A and B were (100.0 +/- 25.4), (101.0 +/- 23.8)(t=-0.160, P > 0.05), Group C and D were (94.7 +/- 23.7), (92.1 +/- 18.6)(t = 0.467, P > 0.05). The scores of Group A and B before and after the experimental class and one week after the experimental class were respectively (84.1 +/- 17.4), (72.1 +/- 21.3)(t = 2.363, P < 0.05), (107.6 +/- 14.3), (102.1 +/- 18.0)(t = 1.292, P > 0.05), (89.7 +/- 24.3), (66.6 +/- 23.2)(t = 3.706, P < 0.05). The scores of Group C and D were (94.0 +/- 17.3), (72.8 +/- 25.5)(t = 3.755, P < 0.05), (107.3 +/- 20.3), (93.1 +/- 20.9)(t = 2.652, P < 0.05), (100.3 +/- 19.7), (77.2 +/- 24.0)(t = 4.039, P < 0.05). The scores of Group A and B for one month after the experimental class were (86.6 +/- 28.8), (84.5 +/- 24.0)(t = 0.297, P > 0.05), and Group C and D were (95.7 +/-

关键词： Asynchronous online discussion   Case-based learning   Expert teaching practices,   Instructional design   Case study  

摘要： The purpose of this multiple-case study was to investigate how expert instructors in case-based learning (CBL) conceptualize, structure, facilitate, and assess asynchronous online discussions while addressing challenges. Accordingly, we first interviewed three expert instructors with extensive teaching experience using CBL in higher education in online learning environments and then observed their online courses. Results indicated that (a) how instructors conceptualize case discussions may relate to different conceptualizations of their instructor role, (b) instructors typically clustered facilitation strategies creating posts that included content expertise, social congruence, and cognitive congruence, but how these strategies were implemented differed across instructors, and (c) instructors differentiated solutions to challenges associated with observed difficulties on the instructor and student side. Implications for practice and research are provided.

关键词： Problem-based learning   Case-based learning   Transarterial chemoembolization   Bayesian method   Network meta-analysis  

摘要： Purpose To investigate the effectiveness of problem-based learning (PBL) and case-based learning (CBL) teaching methods in clinical practical teaching in transarterial chemoembolization (TACE) treatment in *** and methods A comprehensive search of PubMed, the Chinese National Knowledge Infrastructure (CNKI) database, the Weipu database and the Wanfang database up to June 2023 was performed to collect studies that evaluate the effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment in China. Statistical analysis was performed by R software (4.2.1) calling JAGS software (4.3.1) in a Bayesian framework using the Markov chain-Monte Carlo method for direct and indirect comparisons. The R packages "gemtc", "rjags", "openxlsx", and "ggplot2" were used for statistical analysis and data *** Finally, 7 studies (five RCTs and two observational studies) were included in the meta-analysis. The combination of PBL and CBL showed more effectiveness in clinical thinking capacity, clinical practice capacity, knowledge understanding degree, literature reading ability, method satisfaction degree, learning efficiency, learning interest, practical skills examination scores and theoretical knowledge examination *** Network meta-analysis revealed that the application of PBL combined with the CBL teaching mode in the teaching of liver cancer intervention therapy significantly improves the teaching effect and significantly improves the theoretical and surgical operations, meeting the requirements of clinical education.

关键词： 案例教学法   红色法治   红色基因   法学教育  

摘要： 《红色法治概论》课程内容时间跨度大,内容庞杂,传统教学方法易使课程枯燥乏味,学生接受度较差,应在课程教学内容中有机融入案例教学法。融入案例教学法时,应注意合理配置各革命阶段的教学课时、合理择定教学内容、对案例取材严格把关。案例教学法较为有效地解决了课程枯燥乏味、课堂沉闷、学生接受度较差等难题。

关键词： OBE理念   学习心理辅导   虚拟教研室  

摘要： 为了响应高等院校师范类专业“面向产出”的改革导向,满足“双减”政策背景下中小学校提质增效的基础教育改革需求,龙岩学院“学习心理辅导”虚拟教研室以OBE理念为指导思想,以“学习心理辅导”课程改革为核心,通过搭建虚拟平台、重构课程体系、打造实践共同体、推广教学改革成果等建设路径,探索了基于OBE理念打造大中小学校一体化教研模式的新路径,以期为高校师范类专业“面向产出”的课程改革提供思路,也为大中小学校开展联合教研、促进职前职后融通的教师专业发展提供实践参考。

关键词： 党校   高校   思政课   案例教学   长效机制  

摘要： “习近平新时代中国特色社会主义思想概论”课是全面贯彻党的教育方针、落实立德树人根本任务的主干渠道和核心课程,要讲深、讲透、讲活该课程,不能脱离当下鲜活的实践案例。案例教学法有利于提高课程的教学质量,体现新的教育理念,贴合大学生成才之需,其价值与“八个相统一”改革创新方法论相契合,得到习近平总书记的充分肯定。但囿于目前高校在案例教学方面存在的困境,以及案例课对教学的较高要求,案例教学法在思政课中的应用和推广相对有限。现阶段,党校在案例教学方面的实践成果颇丰,党校和高校在该门课程的共建共享上,无论从合作形式还是合作内容,都具有极大的契合度。因此,本文基于现有党校和高校合作的实践基础,提出从案例开发编选机制、案例教学授课机制、课程反馈评价机制、师资共同培养机制等四个方面构建“党校+高校”的思政课案例教学长效机制,形成长效合作合力,推动思政课案例教学的可持续发展。

关键词： 新生儿复苏   培训   以问题为导向的教学法   案例教学法   思维导图   满意度  

摘要： 目的探讨思维导图结合以问题为导向的教学法(PBL)+案例教学法(CBL)双轨教学在新生儿复苏培训中的应用效果。方法选择2023年2~8月泉州市妇幼保健院妇产科需接受新生儿复苏培训的护理人员100名,按照随机数表法分为观察组和对照组各50名。对照组采用传统教学模式,观察组采用思维导图结合PBL+CBL双轨教学法,两组每周培训2次,持续培训4次。比较两组护理人员培训4次后的培训成绩,采用本院自制量表评价护理人员的新生儿复苏临床能力及对培训的满意度。结果观察组护理人员的理论知识、操作技能、团队合作能力分数及总分分别为(35.89±3.20)分、(34.13±3.42)分、(18.61±1.04)分、(88.63±6.29)分,明显高于对照组的(32.06±2.76)分、(30.76±3.19)分、(17.23±1.07)分、(80.05±5.41)分,差异均有统计学意义(P<0.05);观察组护理人员的临床处置能力、发现问题能力、解决问题能力及配合协调能力分数分别为(3.47±0.56)分、(3.85±0.41)分、(3.73±0.48)分、(3.60±0.55)分,明显高于对照组的(2.98±0.40)分、(3.23±0.44)分、(3.09±0.45)分、(3.11±0.42)分,差异均具有统计学意义(P<0.05);观察组护理人员对培训的总满意率为92.00%,明显高于对照组的74.00%,差异具有统计学意义(P<0.05)。结论思维导图结合PBL+CBL双轨教学法在新生儿复苏培训中应用可明显提高护理人员培训成绩、新生儿复苏临床能力,值得临床推广。

关键词： OBE   会计学本科课程   DEA   教学效率  

摘要： 当前,随着高等院校教育改革的不断深入,如何提升课程教学效率成了应用型本科院校可持续发展需要解决的关键问题之一。基于已有的研究成果,引入DEA(Data Envelopment Analysis,数据包络分析法)模型,构建科学有效的评价体系,并进行教学效率度量和横向比较。实证结果和投影分析表明:安徽省C学院会计学专业大部分课程都是有效的,而课时、教研等相关指标投入冗余是导致部分课程教学效率不足的主要原因。基于此,提出相应的改进方向,为后续实施教学改革和完善教学管理提供参考。