scholarly journals The Application of the Online and Offline Interactive Teaching Method in Clinical Anesthesiology Teaching

2021 ◽  
Vol 2021 ◽  
pp. 1-6
Author(s):  
Qian Wang ◽  
Congcong Huang ◽  
Xiudan Hu ◽  
Hongxia Mei
Keyword(s):  
Teaching Method ◽  
Statistical Significance ◽  
Control Group ◽  
Test Results ◽  
Interactive Teaching ◽  
The Difference ◽  
Theoretical Test ◽  
Medical University ◽  
Interest Of Learning ◽  
Experimental Group

Objective. To explore whether better teaching effect can be achieved by applying the online and offline interactive teaching method to clinical anesthesiology teaching. Methods. Sixty-three students in grade three majoring in anesthesiology of Wenzhou Medical University were selected as research objects and randomly divided into 2 groups. The experimental group (32 students) adopted the online and offline interactive teaching method. The control group (31 students) adopted the traditional teaching method. The teaching effect was evaluated by the theoretical test results of the two groups and the survey of students in the experimental group. Results. The score of the theoretical test of students in the experimental group (79.31 ± 4.54) was higher than that of students in the control group (75.61 ± 4.88), and the difference achieved statistical significance p < 0.05 . 81.3% of the students think that the interactive teaching method enhances the interest of learning. 90.6% (29/32) of the students in the experimental group hold positive attitude towards the fact that the overall learning effect can be improved by the online and offline interactive teaching method. Conclusions. The online and offline interactive teaching method can not only improve students’ theoretical test results but also help to improve students’ learning participation. Students have given a high score for the evaluation of the online and offline interactive teaching method; good teaching effect has been achieved.

Pushed output in a multi-stage dictogloss task

2015 ◽  
Vol 166 (2) ◽  
pp. 307-329
Author(s):  
María Basterrechea
Keyword(s):  
Foreign Language ◽  
Statistical Significance ◽  
Control Group ◽  
Target Feature ◽  
Efl Learners ◽  
Multi Stage ◽  
Subsequent Exposure ◽  
The Difference ◽  
Age Range ◽  
Experimental Group

The present study set out to determine how learners’ written production would affect their noticing and production of a specific language form (the English 3rd person singular present tense marker -s) upon receiving relevant input subsequently, in an attempt to contribute to the ongoing debate about how production affects noticing of linguistic forms. One hundred and eighteen (118) English-as-a-Foreign-Language (EFL) learners (age range 15–6) in two educational contexts (Content and Language Integrated Learning and mainstream EFL) carried out a multi-stage dictogloss task. They followed the usual steps in this type of task (listen and jot down key words, text reconstruction). Then the experimental group (EG) listened to the text once again and compared it with their reconstructed version of the original passage. Their production of the target feature was compared to that of a control group (CG) who did not receive input after their own reconstruction. Results showed that the difference between the EG and the CG in the amount of instances of the target feature produced in the dictogloss task did not reach statistical significance. In other words, the act of producing and subsequent exposure to relevant input did not affect the noticing and production of the morpheme under study. In addition, no interaction between the pushed output condition and the educational context was found.

scholarly journals Effects of a periodized functional strength training program (FST) on Functional Movement Screen (FMS) in physical education students

2020 ◽  
Vol 24 (3) ◽  
pp. 162-167
Author(s):  
Michał Sawczyn
Keyword(s):  
Physical Education ◽  
Strength Training ◽  
Statistical Significance ◽  
Rank Test ◽  
Training Intervention ◽  
Control Group ◽  
Before And After ◽  
Signed Rank Test ◽  
The Difference ◽  
Experimental Group

Background and Study Aim: To examine the effects of periodized functional strength training (FST) on FMS scores of sport university students with higher risk of injury. Material and Methods: Thirty three  participants (age 21.6±1.3 years, height 177.8±6.9 m, mass 80.4±7.7 kg) with FMS total score ≤ 14 were selected from eighty two volunteered students of University of Physical Education and Sport in Gdańsk and randomly assigned to experimental group (n=16) and control group (n=17). The FMS test was conducted one week before and one week after the 12 week training intervention. The experimental group participated in FST program through 12 weeks. The control group did not engaged in any additional physical activity than planned in their course of study. The  collected  data  were  analysed  using Statistica 13.3 pl (StatSoft Inc). Wilcoxon signed rank test was used to establish the statistical significance of the difference between FMS total scores within each group and Mann Whitney U test between groups before and after the 12 week training intervention. Results: 45 % of volunteers in the first FMS testing showed total scores ≤14. The experimental group that participated in FST program changed significantly FMS total scores after 12 weeks (p<0.05). There were also significant differences in FMS total score between groups after the experiment (p<0.05). Conclusions: There is a need for injury prevention programs for students of University of Physical Education and Sport in Gdańsk. It is clear from this study that FST is effective in improving FMS total score in students with cut off score ≤14.

scholarly journals Effectiveness of Scie-chain Method on Students’ Academic Achievement and Attitude in Managing Large Classes in Science 10

2021 ◽  
pp. 33-41
Author(s):  
Ma. Mheliza S. Valiente ◽  
Rema Bascos-Ocampo
Keyword(s):  
Academic Achievement ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Weighted Mean ◽  
Large Classes ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

The researchers aimed to find out the effectiveness of Scie-chain method on students’ academic achievement and attitude in managing large classes in Science 10 of Flora National High School.  Specifically, it identified the difference and effect to the academic achievement of students and students’ attitude towards Science of the traditional method and Scie-chain method of teaching. The researchers employed the two-group pretest- posttest quasi-experimental design which made use of the Scie-chain method (Inquiry-based, ICT utilization, and flock system) in the experimental group. The data were analyzed with the use of weighted mean. Results of the study showed thatoriginally the experimental group and the control group are equal in terms ofacademic achievement and attitude towards Science. After the intervention, the experimental group yielded better result in terms of academic achievement and attitude towards Science as Manifested in the difference in their post test. From the findings of the study, the following conclusions were drawn:1. students exposed to the Scie-chain method attained better academic achievement compared to students exposed to traditional teaching method; the intervention (Scie-chain method) enhanced the level of attitude of students towards Science; and the Scie-chain method is an effective strategy to manage large classes.

scholarly journals Comparison of the Rehabilitation Effects of Taichi Exercise and Functional Exercise on Scapulohumeral Periarthritis

2018 ◽  
Vol 1 (1) ◽  
pp. 37
Author(s):  
Gaofeng Zhang
Keyword(s):  
Shoulder Joint ◽  
Joint Pain ◽  
Statistical Significance ◽  
Control Group ◽  
Joint Movement ◽  
Physical Treatment ◽  
Exercise Treatment ◽  
Functional Exercise ◽  
The Difference ◽  
Experimental Group

Purpose: To investigate and compare the rehabilitation effects of Taichi exercise and functional exercise on scapulohumeral periarthritis. Method: Eighty patients with scapulohumeral periarthritis from a community in Jingzhou, Hubei, China, were randomly selected from January to June 2016. They were randomly divided into the experimental group and the control group. On the basis of routine treatment and nursing, the experimental group (40 patients) adopted the Taichi exercise treatment while the control group (40 patients) adopted the functional exercise treatment. In the end, the shoulder joint pain degree changes, and the improvement of shoulder joint movements and the myoelectricity and myodynamia on the surfaces of the shoulder muscle group of the two groups were tested and measured. Result: The scoring difference of shoulder joint pain between the experimental group and the control group is significant, which is of statistical significance (P < 0.05). Before the treatment, the difference of shoulder joint movement between the two groups isn't significant, with no statistical significance, but after the treatment, the difference is significant, which is of statistical significance (P < 0.05). The myodynamia difference between the two groups after the treatment is significant, which is of statistical significance (P < 0.05). The therapy efficiency of the experimental group is higher than that of the control group and the difference is significant, which is of statistical significance (P < 0.05). Conclusion: On the basis of routine physical treatment, adopting Taichi exercise can increase the therapy efficiency on the patients with scapulohumeral periarthritis, can improve the blood supply and inflammation on the shoulder and improve patient's life quality.

scholarly journals The Application of Layered Progressive Teaching Method in Nursing Teaching of Health Management Centre

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Xin Liu ◽  
Xiaoying Qu
Keyword(s):  
Nursing Students ◽  
Clinical Effect ◽  
Teaching Method ◽  
Health Management ◽  
Clinical Development ◽  
Control Group ◽  
Theoretical Knowledge ◽  
Practical Operation ◽  
The Difference ◽  
Experimental Group

Objective: To explore the clinical effect of the layered progressive teaching method in the process of nursing teaching in the health management centre. Methods: 100 nursing students in the health management centre of our hospital were randomly divided into two groups from April 2018 to April 2019, in which students of the control group were treated with routine teaching, while those of the experimental group were treated with layered progressive teaching. Then, the teaching effect of the two groups was compared and analysed. Results: The assessment results of nursing students in the two groups were compared, in which the theoretical knowledge scores and practical operation scores of nursing students in the experimental group were (94.34 ± 2.33) and (90.45 ± 2.20) respectively. By contrast, the score of students in the control group was lower and the difference between the two groups was not significant (P<0.50). The teaching effect of students in the experimental group is more significant. Conclusion: During the process of nursing teaching in the Health Management Centre, the progressive teaching method showed a significant clinical effect and could effectively enhance students’ scores. Therefore, it is positively significant for clinical development.

scholarly journals في تنمية مهارة التعبير الكتابي لدى طالبات قسم الإعداد اللغوي بجامعة الراية (STAD) فاعلية طريقة التحصيل الدراسي

2019 ◽  
Vol 3 (02) ◽  
pp. 148-159
Author(s):  
Neng Silvia
Keyword(s):  
Learning Strategy ◽  
Teaching Method ◽  
Written Expression ◽  
Control Group ◽  
Traditional Teaching ◽  
Post Test ◽  
The Subject ◽  
The Difference ◽  
Student Team ◽  
Experimental Group

Student Team Achievement Division (STAD) techniques is a cooperative learning strategy in which learners work in heterogenous groups to achieve a common goal. This research aimed to identity the effectivieness Student Team Achievement Division (STAD) techniques in developing the skill of written expression and to identity the importance of the skill of written expression for female student. The study implemented quantitative approach or experimental approach. The researcher prepared a questionnaire skill of written expression. Then the researcher applied the pre-test and post-test to the subject of this research, and they were thirty students from the different academic achievement. The sample was distributed into two groups, fifteen students were in the experimental group while fifteen students were in the control group. The study found the result: The first result was the targets of the skill of written expression are ten importance targets. And the second one showed the difference result between the scores of experimental group when used the STAD cooperating learning and the scores of control group who studied by the traditional teaching method. The effects showed that the scores of experimental groups was better than the other.

scholarly journals The Influence of Nursing Intervention on Diabetic Patients with High Blood Pressure

2015 ◽  
Vol 4 (3) ◽  
pp. 16
Author(s):  
Yun Wu
Keyword(s):  
Blood Pressure ◽  
High Blood Pressure ◽  
Clinical Symptoms ◽  
Statistical Significance ◽  
Nursing Intervention ◽  
Control Group ◽  
Diabetic Patients ◽  
Nursing Satisfaction ◽  
The Difference ◽  
Experimental Group

<strong>Objective:</strong> To observe the clinical symptoms of diabetes patients with high blood pressure, highlighting the influence and application value of nursing intervention on diabetic patients with hypertension. <strong>Methods: </strong>The data of 80 cases of diabetic patients with high blood pressure in our hospital from December 2011 to January 2011 were retrospectively analyzed. The patients were randomly divided into the experiment group and the control group. There were 40 patients of each group. Both patient groups were treated by the same means, subsequently, the control group were given routine nursing, while the experimental group were given programmed nursing to conduct care intervention. Finally, both clinical nursing effects were compared. <strong>Results:</strong> The numbers of patients with curative effect evaluation in the experimental group were marked higher than the control group patients. In terms of nursing satisfaction, the number of satisfied patients was larger than the control group, and the difference of the two groups was statistical significance (<em>p</em> &lt; 0.05). <strong>Conclusion:</strong> Nursing intervention can strengthen the therapeutic effect of drugs, help to improve the cognitive ability of diabetic patients clinically which also improves the quality of life of the patients.

scholarly journals Novel coronavirus pneumonia based on the DingTalk platform teaching method in the teaching of Pathogenic Biology

2021 ◽  
Vol 245 ◽  
pp. 03029
Author(s):  
Bo Song ◽  
Yan Sun ◽  
Junjie Guo ◽  
Dan Zhao ◽  
Jiayin Tan
Keyword(s):  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Knowledge Test ◽  
Assessment Index ◽  
Microbiological Test ◽  
The Difference ◽  
Novel Coronavirus ◽  
Theory Test ◽  
Experimental Group

Objective: To evaluate the teaching method based DingTalk combined PBL teaching method and CBL teaching method in the teaching of pathogenic biology under novel coronavirus pneumonia enviroment. Methods: 48 undergraduates of grade 2018 were selected as the experimental group, and 48 undergraduates of grade 2017 were selected as the control group. After class, the theory test and microbiological test knowledge test and questionnaire were as the assessment index. Results: the scores of mastering microbial inspection knowledge and satisfaction in the experimental group were significantly higher than those in the control group, and the difference was statistically significant (P < 0.05). Conclusion: compared with the traditional teaching method, PBL + CBL teaching method based on DingTalk platform is more popular with students, which can mobilize their learning initiative and improve their ability.

scholarly journals Growing Minds: The Effect of a School Gardening Program on the Science Achievement of Elementary Students

2005 ◽  
Vol 15 (3) ◽  
pp. 448-452 ◽  
Author(s):  
C.D. Klemmer ◽  
T.M. Waliczek ◽  
J.M. Zajicek
Keyword(s):  
Elementary Students ◽  
Science Achievement ◽  
Science Curriculum ◽  
Teaching Method ◽  
Statistical Significance ◽  
Traditional Classroom ◽  
Fifth Grade ◽  
Control Group ◽  
School Gardening ◽  
Experimental Group

Science achievement of third, fourth, and fifth grade elementary students was studied using a sample of 647 students from seven elementary schools in Temple, Texas. Students in the experimental group participated in school gardening activities as part of their science curriculum in addition to using traditional classroom-based methods. In contrast, students in the control group were taught science using traditional classroom-based methods only. Students in the experimental group scored significantly higher on the science achievement test compared to the students in the control group. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective at teaching science for both genders. After separating the data into the grade levels, the garden curriculum was more effective as a teaching method in raising science achievement scores for boys in third and fifth grades, and for girls in the fifth grade compared to traditional classroom-based methods alone.

scholarly journals Use of a therapeutic communication application in the Nursing undergraduate program: randomized clinical trial

2021 ◽  
Vol 29 ◽  
Author(s):  
Manuela de Mendonça Figueirêdo Coelho ◽  
Karla Corrêa Lima Miranda ◽  
Regina Claúdia de Oliveira Melo ◽  
Linicarla Fabiole de Souza Gomes ◽  
Ana Ruth Macêdo Monteiro ◽  
...  
Keyword(s):  
Clinical Trial ◽  
Nursing Students ◽  
Teaching Method ◽  
Statistical Significance ◽  
Control Group ◽  
Controlled Clinical Trial ◽  
Therapeutic Communication ◽  
Communication Techniques ◽  
Post Test ◽  
The Difference

Objective: to analyze the effect on the knowledge of therapeutic communication by Nursing students through the use of applications. Method: a randomized and controlled clinical trial conducted with 60 nursing students. In the topic Groups and therapeutic communication techniques, the intervention-IG group (n=30) used the application and the control-CG group (n=30) was submitted to the traditional class. The pre- (Zero Test -0) and post-test knowledge (immediate-Test 1 and after 30 day-Test 2) of those involved were evaluated. Results: Test 1, performed immediately after the intervention, showed a mean of 11 hits in the control group and 13 in the intervention, with statistical significance (p=0.036). Test 2 showed a decrease in hits in both groups (IG=10.87 and CG=9.3), but maintained the difference between IG and CG in the post-test (p<0.01). Conclusion: the use of the application on therapeutic communication favored the knowledge of the students, when compared to the traditional teaching method. REBEC RBR-4TF6MR Registration.

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