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| Exploration and practice of "three-stage" guidance based on mobile terminal in medical microbiology teaching |
| LIU Zhixin YU Chunfang WANG Jingjie XIAO Xiao LI Moran YANG Jing JIN Zhixiong LIU Long▲ |
| Department of Microbiology, Basic Medical Sciences, Hubei University of Medicine, Hubei Province, Shiyan 442000, China |
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Abstract Objective To explore the application effect of "three-stage" guidance in medical microbiology teaching. Methods From March to June 2018, 56 students came from two clinical medicine classes of Hubei University of Medicine "our school" for short in 2017 were randomly selected as experimental groups, and the internet tools such as WeChat group, rain classroom and tencent were used to conduct "three-stage" guidance before, during and after class, on the basis of traditional teaching. Fifty-eight students who majored in clinical medicine came from two classes of our school in 2017 were randomly selected as the control group, the traditional teaching methods and multimedia teaching methods were used, the pre-study content was arranged before class, and the relevant review content and homework were finished after class. Students of both groups had the same curriculum background before observation, and the two groups also offered courses with the same name and explained by the same teacher, and also had the same extracurricular tasks in other courses. Through the daily assessment, final assessment, questionnaire survey, expert group assessment, the teaching effect, teaching satisfaction, teaching process and student achievement of "three-stage" guidance were evaluated. Results The scores of daily assessment theoretical results and the total score of final examination of students in experimental group were higher than those in the control group, the differences were statistically significant (P < 0.05). The satisfaction rate of students in the experimental group was higher than that in the control group, the difference was statistically significant (P < 0.05). And teaching experts were satisfied with the teaching method of "three-stage" guidance. Conclusion The use of mobile terminals for "three-stage" guidance at pre-class, during-class and after-class can stimulate students′ learning interest, and improve the teaching effectiveness of medical microbiology.
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