Micro-lecture Research Articles

Analysis of micro-lecture demands on the teaching of physical diagnosis in Clinical Skills

Objective To further improve the proficiency and accuracy of physical diagnosis of medical students. Methods On March 16th, 2018, a random questionnaire survey were conducted and Excel used to investigate and analyze the needs of junior medical students for the teaching of physical diagnosis from the perspectives of topic selection of micro-lecture, presentation, teaching hours etc.. Results A total of 174 questionnaires were distributed and were all took back. In the survey, 139 students (79.89%) hoped to apply micro-lecture to the teaching of physical diagnosis, 132 students (75.86%) thought that the proper time of micro-lecture for each physical examination item should be 2-5 minutes, 150 students (86.21%) expected to learn micro-lecture of physical diagnosis via WeChat. Physical examination items selected mostly by students were on heart, chest and nervous system. Conclusion Theoretically and technologically speaking, it is feasible to make micro-lecture of physical diagnosis. Therefore, we should actively carry out the micro-lecture of physical diagnosis to meet students' learning demands and improve their operation skills of physical diagnosis. Key words: Physical examination; Micro lecture; Investigation and analysis; Clinical skills; Physical diagnosis

Application of micro-lecture combined with Simbaby teaching model in neonatal practical teaching

Objective To investigate the effect of Micro-lecture combined with Simbaby teaching model in the practical teaching of neonatology for undergraduates. Methods A total of 160 five-year medical undergraduates from grade 2013 to grade 2015 were divided into group A (the control group) and group B (the experimental group), with 40 male students and 40 female students in each group. Students in group B received Micro-lecture combined with Simbaby teaching model, while students in group A received traditional teaching method. In group A, teachers adopted traditional teaching method with the use of common teaching models, then students practiced on these models following the demonstrations from teachers. In group B, students previewed the contents before class in micro-lecture, then teachers made Simbaby to be used as case models and explained to the students as how to use the model in actual class. Students made diagnosis and gave treatment to the Simbaby after physical examination. At last, teaching effects were evaluated by questionnaire survey and theoretical test. The SPSS 24.0 was used to conduct t-test and chi square test. Results The average scores of theoretical test (88.40±9.40) and skill test in group B (79.53±8.84) were significantly higher than those in group A (84.86±9.50) and (72.35±9.70), with statistically significant differences (P 0.05). Conclusion Micro-lecture combined with Simbaby teaching model can help students comprehend the basic theories of neonatal disease and improve their clinical operation skills, self-learning ability and clinical thinking ability, which is worth to be promoted in neonatal clinical teaching. Key words: Micro-lecture; Simbaby; Newborn; Clinical teaching

Application of microlectures on medical functional experiment teaching

Taking the design and application of microlecture on action potential of neural stem as research basis, we summarized the content, structure level and learning mode of microlecture which adapted in functional experimental teaching. Application of microlecture on the course of medical function experimental teaching, including pre-class preparation, classroom teaching and after-class review can inspire students' learning enthusiasm, improve their learning efficiency and teachers' teaching quality, so as to cultivate students' innovative thinking. Key words: Microlecture; Functional experiment; Action potential of neural stem

Application of microlecture in clinical practice teaching of cardiovascular internal medicine

Objective To investigate the application of microlecture in clinical practice teaching of cardiovascular internal medicine. Methods A total of 98 students who received practice teaching in Department of Cardiology, the Second Affiliated Hospital of Xi’an Jiaotong University, from January to September, 2016, were randomly divided into control group and observation group. The students in the control group received traditional practice teaching, and those in the observation group received microlecture combined with the traditional practice teaching. The two groups were compared in terms of the scores of theoretical and skill examinations, and the degree of satisfaction with practice teaching was surveyed. Results The observation group had a significantly higher score of clinical skill examination than the control group (P<0.05). The observation group had a significantly higher degree of satisfaction with the teaching methods of cardiovascular internal medicine than the control group (P<0.05). Conclusion The introduction of microlecture into the clinical practice teaching of cardiovascular internal medicine can significantly enhance students' mastery of clinical operation skills and improve their satisfaction with practice teaching of cardiovascular internal medicine. Key words: Microlecture; Cardiovascular internal medicine; Clinical practice teaching

Application of Flipped Classroom based on micro-lecture in practical teaching of health assessment for nursing undergraduates

Objective To explore the application effects of Flipped Classroom based on micro-lecture in the teaching practice of health assessment for nursing undergraduates. Methods Nursing undergraduates in the natural class of grade 2016 in Xi'an Creation College of Yan'an Universitywas randomly selected as the control group. A total of 55 students, with an average age of (20.22±1.13) years, were enrolled in the study. Another nat-ural class was chosen as the observation group, with a total of 54 students, with an average age of (20.37±1.21) years. Results At the end of the course, the students of the two groups received the course examination. The training scores of the control group were (80.13±1.73) and the observation group (90.67±1.53), while total score was (76.36±2.05) and (84.21±1.66) respectively. There were significant differences in the training results and the total score between the two groups (P<0.01). Comparing the results of teacher-student satisfaction test, 89.09% of the teachers were satisfied, 98.15% of the observation group while 94.55% of the students were satisfied, and 98.15% of the observation group. There was significant difference between the two groups (P<0.05, P<0.01). The satisfaction of teachers and students in the observation group was significantly higher than that in the control group, and the questionnaire survey showed that more than 90% of the students in the observation group were satisfied with the teaching effect. Conclusion The Flipped Classroom teaching based on micro-lecture could promote the students' mastery of the theoretical knowledge and practical skills of the health assessment course. Key words: Micro-lecture; Flipped Classroom; Health assessment; Practical teaching

Application of microlecture-based flipped classroom in the health assessment course and its effects

Objective To investigate the effects of microlecture-based flipped classroom in the health assessment course. Methods Nursing students in 2 classes were divided into the control (n=48) and experimental groups (n=48), receiving the traditional teaching mode and microlecture-based flipped classroom teaching mode, respectively. Self-Directed Learning ability, course examination scores, and teaching satisfaction were compared between two groups. Results No significant difference of self-directed learning ability was observed between the two groups before the course (P>0.05) , while the level of self-directed learning ability in experimental group (73.15±6.20) was significantly higher than that of the control group (55.88±7.17, t=-12.629, P=0.000) at the end of the course. The course examination scores of students in the study group (78±11) were significantly higher than those in the control group (69±13), (t=-3.751, P=0.000). Compared with students in the control group, students in the study group acquired significantly higher self-directed learning ability and satisfaction with teaching (P=0.000) . Conclusions The application of microlecture-based flipped classroom in the health assessment course dramatically promotes the self- learning ability and teaching effects of nursing students. Key words: Teaching; Microlecture; Flipped classroom; Health assessment

Application of flipped classroom based on micro-lecture in the standardized training for new nurses

Objective To explore the effects of the flipped classroom based on micro-lecture in the standardized training for new nurses. Methods A total of 65 new nurses in Shenzhen Hospital, Beijing University of Traditional Chinese Medicine who were recruited from July 2015 to July 2016 were selected and divided into observation group (n=32) and control group (n=33) by random number table method. The control group received the routine standard training, while the observation group received the flipped classroom based on micro-lecture in addition to the routine standard training. After training, the nurses' theoretical and clinical practise competence were analyzed and compared based on their performance in the Self-initiated Learning Ability Scale, Registered Nurses' Core Competence Assessment Scale and Satisfaction Questionnaire. Results After training, the nurses in the observation group achieved higher score in theory (82.68±8.85) , clinical practice (83.64±5.93) , self-initiated learning (112.32±8.62) , and nurses' core competence (162.23±17.96) than the control group with statistical significance (t=3.258, 6.679, 6.085, 3.808; P<0.01) . The satisfaction rate was 87.9% in the observation group and 65.6% in the control group with statistical significance (χ2=4.532, P=0.033) . Conclusions The application of the flipped classroom based on micro-lecture in the standardized training of new nurses can better improve the training efficacy, young nurses' comprehensive and core ability and their autonomous learning ability . Key words: Nurses; Standardized training; New nurses; Micro-lecture; Flipped classroom

Application of Microlecture plus PowerPoint in physiology experiment teaching

Objective To investigate the effectiveness of Microlecture plus PowerPoint (PPT) in physiology experiment teaching. Methods The students of clinical medicine in Grade 2015 of Hubei University of Medicine were selected as the subjects. Among them, 61 students in Class 1 were studied as the control group, while 59 students in Class 2 as the experimental group. The control group adopted the traditional teaching method and required students to complete the experimental report with handwriting, while the experimental group adopted teaching method of Microlecture plus PPT. In the experimental group, students watched the microlecture for preview and could also repeat watching at any time to correct the mistakes during the operation. After class, students of the experimental group were required to complete the experiment report in the form of PPT and send it to the teacher through QQ within the prescribed time. The learning outcomes were evaluated by using descriptive analysis and t test based on the class operation, final examination and questionnaire. Results Both the average score of experiment operation and the average score of final theory exam in the experimental group were higher than those of the control group [(95.074±3.233) vs. (81.706±2.901) and (92.204±3.074) vs. (77.913±2.611)], and the differences were of statistical significance (P<0.05) . The recovery rate of questionnaire survey was 100% in the experimental group. Over 80% students thought Microlecture plus PPT could help enhance autonomous learning ability, deepen the understanding of theory and increase group cooperation ability, et al. Conclusion Microlecture plus PPT teaching can improve the teaching effect of physiology experiment teaching, which is worthy of promotion. However, it is still necessary to combine other teaching methods to achieve better teaching results. Key words: Physiology; Microlecture; PowerPoint homework

Research progress of micro-lecture in clinical nursing health guidance

With the popularization of Internet use, micro-lecture has become an indispensable part of people's life, and it is also a way for patients to get information support. This paper expounds the concept and characteristics of micro-lecture, and analyses the current research situation of micro-lecture in clinical nursing health guidance from four aspects: health guidance content, intervention form, intervention opportunity and outcome indicators. At the same time, this paper puts forward the problems and the countermeasures of the micro-lecture in clinical nursing health guidance, in order to provide reference for clinical nurses to carry out information-based health education model. Key words: Review; Micro-lecture; Clinical care; Health guidance

Evaluation of micro-orthics teaching based on online micro-teaching

Objective To assess the effect of micro-orthics teaching based on the online microteaching. Methods 116 students were randomly divided into test group and control group. With same clinical orthopedic teaching content, the micro-course network teaching mode and traditional teaching mode were adopted respectively. After the clinical internship, the two groups of students were assessed both in theoretical knowledge and clinical skills and self-designed questionnaire was carried out. The test results were analyzed by t-test and Spearman rank correlation method through SPSS 23.0 data analysis. Results The theoretical scores of students in two groups after online micro-teaching were compared with a t value of -3.976 and a P value of 0.000. The clinical skill assessment scores were compared with a t value of -5.999 and a P value of 0.000, indicating that the theoretical scores of the test group, especially the clinical skills assessment scores were significant higher than that of the control group (P<0.05). In the questionnaire survey results, for the understanding of the following five items, effectiveness of teaching methods, promotion of interaction between teachers and students, promotion of clinical learning, systematic establishment of clinical thinking, and deepening understanding of theoretical knowledge, the test group's satisfaction rate was obviously higher than that of the control group, and the difference was statistically significant (P<0.05). Conclusions The micro-course online teaching model significantly improves the clinical teaching quality of micro orthopaedics and promotes students' autonomy and enthusiasm in learing. However, it is still necessary to further develop and improve the micro-curricular teaching and interactive system to achieve more systematic and long-lasting teaching effects. Key words: Microlecture; Online teaching; Micro-orthics; Assessment

Application of microlecture in the teaching of Surgical Nursing

Objective To explore the effects of microlecture in the teaching of Surgical Nursing. Methods A total of 320 nursing undergraduates students in 2014 nursing faculty of Shandong University of Chinese Medicine were selected as the research subjects by purposive sampling method. All subjects were divided into control group and experimental group by random lottery with 155 students in experimental group and 165 in control group. The experimental group adopted the microlecture teaching model. The control group adopted the traditional teaching method. The theoretical and operational test scores of the two groups were compared, and the evaluation data of the experimental group students on the application of microlecture teaching model were collected. Results After the course, the theoretical and operational scores of the experimental group were (84.98±3.56) and (91.85±2.56) , which were both higher than those of the control group (80.20±4.14) and (82.72±4.56) respectively. The differences were statistically significant (t=4.601, 9.416; P<0.01) . 90.3% of the nursing students in the experimental group preferred microlecture, and 81.3% wanted to use microlecture in other clinical courses. Conclusions The application of microlecture helps to improve the theoretical and operational achievements of nursing students, and is worthy of popularization and application. Key words: Students, nursing; Microlecture; Surgical Nursing

Application of micro-lectures combined with high simulation human in clinical skills teaching for nursing students

Objective To explore the effect of micro-lectures withadvanced simulation man in improving the practical skills teaching of nursing students, so as to promote the students' post competency. Methods Totally the 186 nursing internswere divided into control group and observation group by random number method with 93 people in each group. The control group used the traditional teaching modein the teaching of practical skills.The observation group used the micro-lectures with high simulation teaching.Comparing the two groups of nursing students comprehensive assessment test simulation results in the theory, skills, scenarios, and nursing students the evaluation of the curriculum. Results The scores of the two groups were all above the qualification line, but the scores of the observation group were significantly higher than those of the control group (P<0.05). The theoretical examinations and the situation simulation comprehensive testswas (77.89±7.79) , (75.60±7.92) points in control group, and (93.87±3.90) , (92.87±4.08) points in observation group, there was significant difference between two groups (t=17.67, 18.70, all P=0.000) . The curriculum evaluation results of improving learning initiative, active curriculum atmosphere, clear operation demonstration, exercise clinical thinking, improve the clinical interest were 81.72% (76/93) , 72.04% (67/93) , 93.55% (87/93) , 60.22% (56/93) , 67.74% (63/93) in control group, and 96.77% (90/93) , 95.70% (89/93) , 100.00% (93/93) , 92.47% (86/93) , 98.92% (92/93) in observation group, there was significant difference between two groups (χ2=20.39, P=0.016) . Conclusions The effect is significant of micro-lectures combined with high simulation of human using in clinical skills teaching. Thismold can conducive to the cultivation of clinical thinking of nursing students, and improve clinical comprehensive ability, and promote the promotion of nursing students post competency. Key words: Nursing professional interns; Clinical basic skills; Scenario simulation; Post competency; Micro-lectures

Application of WeChat platform-based micro-lecture in health education of patients with osteoporosis combined with spinal tuberculosis

Objective To explore the application of micro-lecture in the health education of patients with osteoporosis combined with spinal tuberculosis. Methods By convenient sampling method, 102 patients with spinal tuberculosis and osteoporosis of a tertiary hospital of Beijing were selected from January 2014 to January 2016. They were divided into the control group (n=52) and the observation group (n=50) . Patients in the control group received routine health education, while patients in the observation group were given micro-lecture. Health education knowledge and satisfaction to health education of patients in two groups were compared. Results Before discharge, the score of health education questionnaire in the observation group was higher than that of the control group, in which cognition was (3.97±0.82) , operation (4.03±0.78) , emotion (4.04±0.79) ; there were statistically significant differences between two groups (t=4.295, 4.996, 4.732; P<0.01) . The score of satisfaction to health education in the observation group was (96.88±2.14) , and in the control group was (90.96±5.79) (t'=6.899, P<0.01) . Conclusions Micro-lecture in health education for patients with spinal tuberculosis combined with osteoporosis get good effect, and it plays a positive role in the treatment and extended care of hospitalized patients. Key words: Osteoporosis; Tuberculosis, spine; Health education; Micro-lecture

The construction and exploration of microlecture in Pathology

Micro-lecture, as the main teaching form of MOOC and SPOC network teaching platform, is deeply welcomed by the majority of students. Pathology is the bridge connecting basic medicine and clinical medicine in medical education, which has such characteristics as many knowledge points, dispersion and obscurity, etc. Therefore, the production of micro courses is based on the knowledge points, and according to the characteristics of the knowledge points, it should also be applied reasonably according to the characteristics of each chapter. Adopting the teaching of self-study after class and teachers and students' discussion in class for micro courses can not only greatly improve the quality of teaching, but also develop the students' ability of independent thinking and the ability to analyze and solve problems, which transforms the teaching of pathology from pure knowledge to ability. Key words: Pathology; Micro-lecture; Construction

Micro-lecture design of medical course based on the idea of blending learning

In the twenty-first Century, with the rapid development and popularization of the Internet and E-learning, bending learning is given a new definition, which claims the advantage combination of traditional learning and E-Learning, advocates the teaching mode of teachers’ leading role and students’ predominant position. Micro-lecture is a newly emerging force on teaching. This study probes into the medical micro-lecture design mode based on the concept of blending Learning, illustrates the stages of teaching preparation, micro-lecture design, micro- lecture application and evaluation in order to improve higher medical education. Key words: Blending Learning; Micro-lecture; Medicine

Application research and reflection on promoting the quality of pathology teaching in traditional Chinese medicine colleges by using micro curriculum

Because of breaking through time and space limitations of classroom teaching, micro class has become a better choice for students' autonomous learning and lifelong learning. Complete system of micro class can maximize learning efficiency, and among the system, the content and presentation form are the key to attract the learners, and perfect evaluation system is an important guarantee for effective learning by using micro courses. Pathological micro curriculum should highlight the characteristics of the course, and the task of pathology is to introduce the students to clinical medicine based on correlative basic science. We should adopt the dapper micro video aggregation type to interpret the teaching key points and difficulties, and with the help of network teaching platform or micro platform, give the full play to the advantages of micro course. Whether in the traditional teaching, or in the curriculum integration, the reasonably designed micro curriculum will improve the teaching quality by collaborating with classroom teaching. Key words: Micro-lecture; Pathology; Self-directed learning

Empolder and application of micro-lecture in the clinical nursing specialty courses

Objective To investigate the methods and application effectiveness of micro-lecture in the clinical nursing specialty courses. Methods The micro-video was empoldered with camera tool to record, record the screen software production, PPT directly method, etc. The micro-video was applied in teaching practice of clinical nursing specialty courses. Seven class students in 2013 in Nursing of Guangxi Medical University were selected as teaching object randomly and were divided into the experimental group and the control group with 49 cases cach. The experimental group was used micro-lecture aided teaching, the control group was used traditional teaching. After the class, the teaching effect was evaluated by the examination, clinical probation appraisal and evaluation questionnaire of the experimental group students. The data were statistically analyzed by SPSS 11.5. Results The results of theory examination in the experimental group was (87.20±6.50) scores and in the control group was (75.30±7.89) scores, there was significant difference, t=3.20,P<0.01. The qualified result of clinical probation appraisal in the experimental group was 93.88% (46/49), and in the control group was 81.63%(40/49), there was significant difference,χ2=6.712,P <0.01. The teaching satisfaction of micro-lecture in the experimental group was better. Conclusion The micro-lecture which based on the micro video as the main carrier used in teaching can effectively improve the effect of teaching,and is a valuable teaching method as a supplementary of the traditional teaching. Key words: Nursing care; Micro-lecture; Specialty courses; Empolder; Application