Application of problem-based learning combined with a virtual simulation training platform in clinical biochemistry teaching during the COVID-19 pandemic

Xie, Hongxiang; Wang, Li; Pang, Zhiyong; Chen, Sufeng; Xu, Guoying; Wang, Sumei

doi:10.3389/fmed.2022.985128

Cited by 10 publications

(7 citation statements)

References 34 publications

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“…As a medium that can convey a strong sense of experience, students can practice individual operations online and evaluate their operating results in real-time. Teachers can access the system through their logins to grasp students’ learning progress, operating time and results, find out the problems students encounter during each scenario as they solve issues to strengthen the positive feedback between students and teachers and help teachers adjust teaching methods in time [ 7 ].…”

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confidence: 99%

Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students

Gao,

Zhu

2023

BMC Nurs

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Background The enrichment of information technology has impacted traditional teaching modes. The emergence of virtual simulation class experimental teaching software has effectively improved the quality of nursing experiment teaching. The learning experience of virtual simulation class experiment teaching and learning based on the perspective of nursing students is explored to provide a basis for improving related learning effects in the future. Methods Fourteen undergraduate nursing students were selected using the purposive sampling method for semi-structured interviews. The Colaizzi seven-step analysis method was used to collate and analyse the interview data. Results Two themes and six sub-themes were considered during the data analysis. The two themes were positive experiences and negative experiences. In the positive learning experience, undergraduate nursing students showed a deep memory of authentic and diverse scenes, which presented knowledge in a clearly logical, visualised and stereoscopic manner. Negative experiences are manifested as significantly different learning efficiencies in different grades and subjects, and timing the delivery of teaching feedback is difficult. Conclusion Virtual simulation experimental teaching can promote the subjective initiative of nursing students’ learning and promote better coordination and unity in their image and theoretical thinking. Some advantages can be augmented by following the national educational policy, strengthening the information construction, combining the construction of virtual simulation experiments with the discipline’s characteristics and optimising the resources. This paper provides a reference for the future exploration of nursing education and further improving the construction of virtual simulation experimental teaching tools and resources.

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confidence: 99%

Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students

Gao,

Zhu

2023

BMC Nurs

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“…Although dentistry is a practice-based specialty, the incorporation of e-learning into dental education is now widespread. A paradigm shift towards online teaching occurred worldwide following the outbreak of the COVID-19 pandemic, including CDE [41][42][43][44][45][46][47]. This transition in learning was a new experience for both educators and learners [48,49].…”

Section: Discussionmentioning

confidence: 99%

Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic

Elemam,

El Swiah,

Durda

et al. 2024

PLoS ONE

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During the COVID-19 pandemic, many educational institutions switched to e-learning educational platforms. This approach was essential but raised challenges, particularly in training practitioners for medical emergencies. This approach not only led to global challenges and a need for rapid adaptation, but also raised inequities across countries, with some facing far more technical challenges than others. In Libya, low investment in education technology and unpredictable internet connectivity limited its integration into schools and universities even before the pandemic. The current study reports feedback from an online continuing dental education (CDE) course for dental practitioners that was developed emergently during the pandemic and aimed to address the challenges posed by Libya’s internet environment. Participants were recruited through social media and received an 8-hour online CDE course consisting of three modules. Participants were invited to complete a pre-course demographic/informational survey on a Google form. After passing all modules, students were prompted to complete a post-course survey consisting of 23, five-point Likert scale questions. Respondents included 43 females (74.1%) and 15 males (25.9%). For ~50% of the cohort (n = 32), this was their first online clinical course. 87.9% of post-course participants rated the course as a positive learning experience, while 90.9% agreed their learning outcomes had been achieved. Most participants (97%) agreed the course instructor explained all concepts clearly. In total, 81.8% agreed that the technology effectively supported their learning. Most agreed that a clear demarcation between each course module existed and that the language and depth of the material were adequate. Some students reported technical difficulties, and 33.3% saw repetitions in the modules. However, all post-course respondents said they would recommend the online course to colleagues. Libyan dental practitioners showed high satisfaction levels towards the e-learning process, course content, instructors’ attitudes, and overall e-learning experience despite the inherent e-learning challenges posed in this country.

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“…The rapid development of information network technology, computer technology, and internet technology has been integrated into various fields of society, providing new opportunities for transforming teaching modes in universities [ 1 , 2 ]. Nowadays, the concept of educational informatization has gained wide recognition and attention.…”

Section: Introductionmentioning

confidence: 99%

“…Teachers use the Icourse platform for online teaching and also assign learning tasks before and after class, effectively integrating offline and online teaching methods. Another platform, DingTalk, is a free multi-terminal communication and collaboration platform that offers various features such as video conferencing, group discussions, posting assignments, and real-time recording and playback of courses [ 2 , 9 , 10 ]. Due to its powerful features, DingTalk has been widely adopted by major universities in China for online teaching.…”

Section: Introductionmentioning

confidence: 99%

Application of flipped classroom combined with virtual simulation platform in clinical biochemistry practical course

Sun,

Liu,

Lian

et al. 2023

BMC Med Educ

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Background The study explores an innovative teaching mode that integrates Icourse, DingTalk, and online experimental simulation platforms to provide online theoretical and experimental resources for clinical biochemistry practical courses. These platforms, combined with flipped classroom teaching, aim to increase student engagement and benefit in practical courses, ultimately improving the effectiveness of clinical biochemistry practical teaching. Methods In a prospective cohort study, we examined the impact of integrating the Icourse and DingTalk platforms to provide theoretical knowledge resources and clinical cases to 48 medical laboratory science students from the 2019 and 2020 grades. Students were assigned to the experimental group using an overall sampling method, and had access to relevant videos through Icourse before and during class. Using a flipped classroom approach, students actively participated in the design, analysis, and discussion of the experimental technique. For the experimental operation part, students participated in virtual simulation experiments and actual experiments. Overall, the study aimed to evaluate students’ theoretical and operational performance after completing the practical course. To collect feedback, we distributed a questionnaire to students in the experimental group. For comparison, we included 42 students from the grades of 2017 and 2018 who received traditional instruction and were evaluated using standard textbooks as the control group. Results The experimental group scored significantly higher than the control group on both the theoretical and experimental operational tests (82.45 ± 3.76 vs. 76.36 ± 3.96, P = 0.0126; 92.03 ± 1.62 vs. 81.67 ± 4.19, P < 0.001). The survey revealed that the experimental group preferred the teaching mode that combined the flipped classroom with the virtual simulation platform. This mixed method effectively promoted understanding of basic knowledge (93.8%, 45/48), operative skills (89.6%, 43/48), learning interest (87.5%, 42/48), clinical thinking (85.4%, 41/48), self-learning ability (91.7%, 44/48), and overall satisfaction compared with traditional methods (P < 0.05). This study demonstrates that an innovative teaching approach significantly improves the quality of clinical biochemistry practical courses and promotes students’ professional development and self-directed learning habits. Conclusion Incorporating virtual simulation with flipped classrooms into clinical biochemistry practical teaching is an efficient and well-received alternative to traditional methods.

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Application of problem-based learning combined with a virtual simulation training platform in clinical biochemistry teaching during the COVID-19 pandemic

Cited by 10 publications

References 34 publications

Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students

Research on the learning experience of virtual simulation class experimental teaching and learning based on the perspective of nursing students

Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic

Application of flipped classroom combined with virtual simulation platform in clinical biochemistry practical course

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