The perceptions of anatomy teachers for different majors during the COVID-19 pandemic: a national Chinese survey

Yu, Yan; Cheng, Xin; Zhou, Changman; Yang, Xuesong; Li, Yunqing

doi:10.1080/10872981.2021.1897267

Cited by 16 publications

(21 citation statements)

References 30 publications

(29 reference statements)

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“…E-learning can be broadly defined as any type of educational media delivered through the internet [ 18 ]. Although it emerged in the middle of 1990s, the online course was not well established in China until 2020 when COVID-19 pandemic occurred [ 19 ]. Classically, web-based learning, such as video lectures and Massive Open Online Course [ 3 – 5 ], is recognized to help expand the scope of knowledge on the subject taught in classroom.…”

Section: Discussionmentioning

confidence: 99%

Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education

Liu

Zhu

et al. 2022

BMC Med Educ

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Background Online teaching has become increasingly common in higher education of the post-pandemic era. While a traditional face-to-face lecture or offline teaching remains very important and necessary for students to learn the medical knowledge systematically, guided by the BOPPPS teaching model, combination of online and offline learning approaches has become an unavoidable trend for maximizing teaching efficiency. However, in physiological education, the effectiveness of combined online teaching and offline teaching models remains poorly assessed. The present study aims at providing an assessment to the hybrid teaching model. Methods The study was performed among undergraduate medical students of Class 2017 ~ 2019 in the Physiology course in Harbin Medical University during 2018-2020. Based on established offline teaching model with BOPPPS components in 2018, we incorporated online teaching contents into it to form a hybrid BOPPPS teaching model (HBOPPPS, in brief), preliminarily in 2019 and completely in 2020. HBOPPPS effectiveness was assessed through comparing the final examination scores of both objective (multi-choice and single answer questions) and subjective (short and long essays) questions between classes taught with different modalities. Results The final examination score of students in Class 2019 (83.9 ± 0.5) who were taught with the HBOPPPS was significantly higher than that in Class 2017 (81.1 ± 0.6) taught with offline BOPPPS and in Class 2018 (82.0 ± 0.5) taught with immature HBOPPPS. The difference mainly attributed to the increase in average subjective scores (41.6 ± 0.3 in Class 2019, 41.4 ± 0.3 in Class 2018, and 38.2 ± 0.4 in Class 2017). In the questionnaire about the HBOPPPS among students in Class 2019, 86.2% responded positively and 79.4% perceived improvement in their learning ability. In addition, 73.5% of the students appreciated the reproducibility of learning content and 54.2% valued the flexibility of HBOPPPS. Lastly, 61.7% of the students preferred the HBOPPPS relative to BOPPPS in future learning. Conclusions HBOPPPS is likely a more effective teaching model and useful for enhancing effectiveness of Physiology teaching. This is attributable to the reproducibility and flexibility as well as the increased learning initiatives.

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Section: Discussionmentioning

confidence: 99%

Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education

Liu

Zhu

et al. 2022

BMC Med Educ

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“…Since February 2020, in response to the requirement of “reducing non-essential gatherings” for the prevention and control of the COVID19 outbreak, offline lectures and skill training sessions for residents have been cut down on a large scale in mainland China [ 1 ]. Some residents are unable to receive training at the hospital due to exposure history of endemic areas.…”

Section: Introductionmentioning

confidence: 99%

Application of online case-based learning in the teaching of clinical anesthesia for residents during the COVID-19 epidemic

Duan

Wang

et al. 2021

BMC Med Educ

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Objective COVID-19 prevention and control demand a reduction in crowd gathering, which has a significant impact on traditional teaching and offline case-based learning (CBL). In order to mitigate the impact of the COVID-19 outbreak on clinical teaching, we aimed to compare the effects of an online CBL with traditional teaching model on learning outcomes of anesthesia residents. Methods Residents rotated in the Department of Anesthesiology in Beijing Tsinghua Changgung Hospital from January 2020 to February 2021 were included in Group W (n = 19), which implemented the W-CBL teaching model. The performance of residents was evaluated with theory test and 2 survey questionnaires (A and B) were conducted after 1 month of rotating. All 20 residents rotating in the Department of Anesthesiology at our hospital from January 2018 to December 2019 were included in Group C, which implemented the traditional teaching model. Their examination results were acquired through the teaching files and survey questionnaire (A) were administered through WeChat. Results During the 1-month rotation, a total of 10 cases were discussed in Group W. The average score for theory test was higher in Group W than that in Group C (84.57 ± 4.87 vs. 79.35 ± 3.70, P = 0.001). The satisfaction rate was also in favor of Group W regarding to clinical thinking, communication skills, learning interest and self-learning ability (P < 0.05). Conclusions Online CBL based on WeChat platform is an effective and acceptable teaching strategy in comparison to lecture-based learning (LBL) among residents embarking on clinical anesthesia courses.

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“…Electronic learning emerged in the middle of 1990sand it can be broadly de ned as any type of educational media delivered through the internet [18].The online course was not well established in China until 2020 when the COVID-19 pandemic occurred [19]. Classically, web-based learning, such as video lectures and Massive Open Online Course [3][4][5], enhances acquisition of expanding scope of the knowledge on the subject taught in classroom.…”

Section: Online Teaching and Bopppsmentioning

confidence: 99%

Assessment of the Effectiveness of BOPPPS-Based Hybrid Teaching Model in Physiology Education

Liu

Zhu

et al. 2021

Preprint

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Background: Online teaching has become increasingly common in higher education, of the post-pandemic era. While a traditional face-to-face lecture or offline teaching remains very important and necessary for students to learn the medical knowledge systematically, guided by the BOPPPS teaching model, combination of online and offline learning approaches has become an unavoidable trend for maximizing teaching efficiency. However, in physiological education, the effectiveness of a combined online teaching and offline teaching model remains poorly assessed. The present study aims at providing an assessment to the hybrid teaching model.Methods: The study was performed among undergraduate medical students of Class 2017-2019, taught during 2018-2020, in the Physiology course in Harbin Medical University. Based on established offline teaching model with BOPPPS components in 2018, we incorporated online teaching contents into it to form a hybrid BOPPPS teaching model (HBOPPPS, in brief), preliminarily in 2019 and completely in 2020. The effectiveness of the HBOPPPS was assessed by comparing the final examination scores of both objective (multi-choice and single answer questions) and subjective (short and long essays) questions between different classes. Results: The final examination score of students in Class 2019 (83.9±0.5) who were taught with the HBOPPPS was significantly higher than that in Class 2017 (81.1±0.6) taught with offline BOPPPS and in Class 2018 (82.0±0.5) taught with preliminary HBOPPPS, which was mainly reflected in the average subjective scores. The subjective scores of Class 2019 (41.6±0.3) and Class 2018 (41.4±0.3) were significantly higher than that of Class 2017 (38.2±0.4). In the questionnaire among students in Class 2019, 86.2% of students were satisfied with this HBOPPPS and 79.4% students thought HBOPPPS improved their learning ability. In addition, majority of the students (73.5%) believed that reproducibility of the learning content was the major advantages of the HBOPPPS and 54.2% of the students also appreciated the flexibility of HBOPPPS. Lastly, 61.7% of the students showed a preference to be taught with the HBOPPPS in future.Conclusions: HBOPPPS is an effective teaching modal and useful for enhancing effectiveness of Physiology teaching. This is attributable to the reproducibility and flexibility as well as the increased students’ learning initiatives.

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The perceptions of anatomy teachers for different majors during the COVID-19 pandemic: a national Chinese survey

Cited by 16 publications

References 30 publications

Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education

Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education

Application of online case-based learning in the teaching of clinical anesthesia for residents during the COVID-19 epidemic

Assessment of the Effectiveness of BOPPPS-Based Hybrid Teaching Model in Physiology Education

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