关键词： OBE理念   乳腺影像学教学   医学影像教育  

摘要： 目的 建设基于成果导向教育(outcome based education,OBE)理念的乳腺影像学教学软件及案例库,并探讨教学实践效果。方法 随机选取2023-2024学年上学期昆明医科大学医学影像诊断和技术学专业本科生81名,其中对照组42名,采用传统的乳腺影像学教学模式,试验组39名,采用基于OBE理念的乳腺影像学教学案例库软件教学模式,经过3个月的学习后,评价2组学生的知识水平和临床运用能力,并收集对案例库软件的满意度和建议。结果 试验组学生的平均成绩为(88.9±9.1)分,对照组学生的平均成绩为(84.1±10.7)分,差异有统计学意义(P <0.05)。超过90%的学生认为使用案例库软件有利于对乳腺影像诊断学知识的掌握和运用,提升学习兴趣和自主学习能力,很好地解决学习过程中存在的问题。结论 基于OBE理念的乳腺影像学教学案例库软件能有效提高学生的知识水平和临床运用能力,为医学影像学的教学改革提供了新思路。

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： 湖湘文化   国际汉语教学   “汉语桥”冬令营   线上课程   策略  

摘要： “汉语桥”冬令营项目自2020年启动以来,已累计招收来自世界各地的学员逾万名,成为中国和世界各国青少年文化交流的重要平台。“汉语桥”冬令营线上课程以湖湘文化为切入点,促进了国际汉语教育发展,推动了湖湘文化海外传播。从遵循文化的适应性和多样性原则出发,将充分挖掘特色文化资源,探索多元教学方法,做好课程教学评价,作为湖湘文化融入“汉语桥”冬令营线上国际中文课程的基本策略,为线上汉语教学与文化传播提供了新的思路与借鉴。

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。