Teaching practice and effect evaluation in medical genetics based on PAD Class

Abstract

Objective This study aimed to explore the practice and effect of PAD Class (presentation-assimilation-discussion Class) in the teaching of Medical Genetics. Methods We randomly selected a teaching class (117) for PAD Class and the other class (115) for lecture-style teaching. The two classes took the same exam in the end, with the PAD class taking an extra questionnaire on teaching conditions at the same time. The average scores of the two classes were tested by SPSS 19.0. Results The scores of the final exams for PAD and control classes were (72.21±7.42) and (69.77±8.89), differences were statistically significant (t=2.27, P=0.02). Questionnaire results showed that in PAD Class, 68.81% (75/109) of the students could complete homework, 93.58% (102/109) thought that PAD class had (obviously) increased their initiative and enthusiasm for learning, and 53.21% (58/109) were very satisfied with their learning results. Conclusion PAD Class is suitable for the teaching of Medical Genetics and improves the teaching efficiency. Key words: PAD Class; Medical Genetics; Teaching practice; Teaching effect evaluation