Practice-Based Learning Using Smart Class: A Competency-Based Model in Undergraduate Radiology Education

Qin, Yun; Huang, Zixing; Yu, Jihong; Qing, Ping; Lui, Su; Liu, Rongbo; Xiong, Jing; Lai, Yaning; Fan, Chen; Hu, Na

doi:10.1016/j.acra.2020.09.028

Cited by 13 publications

(4 citation statements)

References 39 publications

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“…The experience of introducing a competency-based approach in the postgraduate training of medical residents in the People's Republic of China has been successful. Scientists Y. Qin et al [25] and Q. Chen et al [26] emphasized humanistic literacy, collegiality in decision-making, interpersonal communication, and professional ethics. However, in 2016, F. Zhou et al [8] cross-sectioned the results of this approach and identified previously unaccounted for shortcomings.…”

Section: Discussionmentioning

confidence: 99%

Competence-oriented program to improve the quality of continuing medical education for doctors

Niyazova,

Niyazov

2023

ЕМ

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Background. Programs to improve the quality of higher education in recent decades have kept the lead in the relevance among researchers around the world. In this scientific work, the purpose was to highlight modern existing programs in the postgraduate education of doctors in the Republic, review the academic competencies from other countries of the world, develop recommendations for improving the organizational structure of educational methods, as well as to increase significantly the effectiveness of the additional educational process. Materials and methods. When writing the work, methods such as analysis, synthesis, review of literary sources, humanitarian and dialectical were used. Results. The results of the research were as follows: the application of competence-oriented adaptation programs in the training of graduates, the reorientation of the system of additional medical education in Kyrgyzstan, as well as the development and implementation of a learning model based on pedagogical prognosis, communication logistics, engineering technologies and the humanitarian and creative approach among all participants in the educational process. Conclusions. The result of the article included the development of recommendations for the correct and modern adaptation of a doctor to changing conditions and requirements of the labour market in the Kyrgyz Republic given the volatility of this market and its sensitivity to changes in the economy and the psychological attitudes of the society.

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Section: Discussionmentioning

confidence: 99%

Competence-oriented program to improve the quality of continuing medical education for doctors

Niyazova,

Niyazov

2023

ЕМ

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“…Recent research has revealed a model of technological practice-based learning that was constructed in a smart and efficient interaction environment of e-learning curricula, with case-based learning and simulators for competency development [19]. At the present stage, many universities developing competency-based education (CBE) programs and learning models in higher education for students and teachers are filling the gap between academic outcomes and industrial needs [20], and current techniques and contents of CBE can be used for the curricular design of faculty development programs for continuing professional development [21], especially for TPD.…”

Section: Competency-based Education and Competency-based Teacher Prof...mentioning

confidence: 99%

The Construction and Application of E-Learning Curricula Evaluation Metrics for Competency-Based Teacher Professional Development

Chen¹,

Huang²,

Hsiao³

2022

Sustainability

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Today, students at universities in advanced countries typically enroll in colleges, such as the College of Education, which offer interdisciplinary programs for undergraduates in their first and second years, allowing them to explore personal interests, experience educational research fields, complete their integrated curricula, and then choose a major in their third year. To cooperate with the government’s epidemic prevention policies and measures in the post-COVID-19 era, the trend of e-learning and distance teaching has accelerated the establishment of integrated online curricula with interdisciplinary programs for undergraduates in the College of Education to facilitate effective future teacher professional development (TPD). Therefore, it is very important to construct e-learning curricula evaluation metrics for competency-based teacher professional development (CB-TPD) and to implement them in teaching practice. This research used social network analysis (SNA) methods, approaches, and theoretical concepts, such as affiliation networks and bipartite graphs comprised of educational occupational titles and common professional competencies (i.e., Element Name and ID), as well as knowledge, skills, abilities, and other characteristics (KSAOs), from the U.S. occupational information network (O*NET) 26.1 OnLine database, to collect data on the occupations of educational professionals. This study also used Gephi network analysis and visualization software to carry out descriptive statistics of keyword co-occurrences to measure their centrality metrics, including weighted degree centrality, degree centrality, betweenness centrality, and closeness centrality, and to verify their importance and ranking in professional competency in eight categories of educational professionals (i.e., three categories of special education teachers and five categories of teachers, except special education). The analysis of the centrality metrics identified the educational common professional competency (ECPC) keyword co-occurrences, which were then used to design, develop, and apply e-learning curricula evaluation metrics for CB-TPD. The results of this study can be used as a reference for conducting related academic research and cultivating educational professionals’ online curricula, including ECPC keywords, integrated curricula design and the development of transdisciplinary programs, and teacher education, as well as to facilitate the construction and application of future e-learning curricula evaluation metrics for CB-TPD.

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“…Students were more satisfied, with the average comprehensive assessment score of students who participated in the smart classroom teaching reform being 3.4 points higher than students in other parallel classes such as dentistry and public health. Yun Q et al (2020) [ 3 ] used a randomized controlled trial method for a junior medical student radiology course, with the experimental group using smart-class (the smart-class group) and the control group using the traditional teaching method, and found that the Smart-Class group had higher mean quiz scores (r = 0.4, p = 0.001) and final exam application scores (r = 0.3, p = 0.005) than the traditional group. Liu FY et al (2019) [ 4 ] analyzed and summarized 123 articles of smart classroom literature published in core journals from 2010 to 2018 on The China Knowledge Network Database, with 119 articles of smart class in social science, 18 articles in information technology, and 4 articles in philosophy and humanities, respectively, and a weak combination of smart class in medicine.…”

Section: Introductionmentioning

confidence: 99%

A comparative study on teaching satisfaction of smart class and traditional class in pharmacy administration

Wang,

Gao,

2023

BMC Med Educ

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Objective To compare the difference in teaching satisfaction between traditional classes and smart classes after adopting the smart class design for “Pharmacy Administration”. Methods 20 classes were selected for traditional class teaching and smart class teaching, respectively. The first 10 classes were implemented using traditional teaching methods, and the last 10 classes were implemented using smart classes. After each 10 classes, the ten-point Likert scale was used to measure teacher satisfaction and course satisfaction, and the Mann-Whitney U test was performed on the mean value of satisfaction. Results The mean and standard deviation of teacher satisfaction using traditional classes (n = 193) were 9.82 ± 0.471, and the mean and standard deviation of teacher satisfaction using smart classes (n = 199) were 9.85 ± 0.566, P > 0.05; the mean and standard deviation of course satisfaction using traditional classes (n = 193) were 9.68 ± 0.636, and the mean and standard deviation of course satisfaction using smart classes (n = 199) were 9.75 ± 0.649, P > 0.05. Conclusion After using the smart class teaching practice, the scores of teacher satisfaction and course satisfaction improved; the mean of teacher satisfaction increased by 0.03 points and the mean of course satisfaction increased by 0.07 points. For course satisfaction and teacher satisfaction, there is no significant difference between using traditional class and smart class.

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Practice-Based Learning Using Smart Class: A Competency-Based Model in Undergraduate Radiology Education

Cited by 13 publications

References 39 publications

Competence-oriented program to improve the quality of continuing medical education for doctors

Competence-oriented program to improve the quality of continuing medical education for doctors

The Construction and Application of E-Learning Curricula Evaluation Metrics for Competency-Based Teacher Professional Development

A comparative study on teaching satisfaction of smart class and traditional class in pharmacy administration

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