WeChat as a Platform for Problem-Based Learning Among Hematological Postgraduates: Feasibility and Acceptability Study

Ping, Luo; Pang, Wenwen; Wang, Yingying; Ming-hui, Liu; Zhou, Shu; Liu, Shuai; Zhou, Xian; Liu, Li; Liu, Yanan; Zhou, Fuling

doi:10.2196/16463

Cited by 15 publications

(12 citation statements)

References 41 publications

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“…The ndings of this study illustrate a method through which online blending pedagogy teaching can be facilitated by the use of WeChat. Compared with the use of similar social media platforms such as WhatsApp [25] and Twitter [26], WeChat has some special functions that are particularly well adapted for online education including simple operation, easy obtainment for Chinese students, video conferencing and sharing of documents [19,22,[27][28][29]. So it facilitated student-student and student-teacher interactions and communications, participating in group discussions and thus improved the learning e ciency and learning quality.…”

Section: Discussionmentioning

confidence: 99%

WeChat as a Platform for Blending Problem/Case-Based Learning and Paper Review Method Among Undergraduate Pediatric Orthopaedics Internship: Feasibility and Effectiveness Study

Chen

Gao

Wang

et al. 2023

Preprint

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Background: Pediatric orthopedics is a significant and difficult discipline that is for undergraduate students to master. During the COVID-19 pandemic, we relied on the WeChat platform and integrated the advantages of PBL, CBL and paper review teaching methods to establish a blended new online teaching model and demonstrate its feasibility and effectiveness. Objective: This study aims to explore a new blended pedagogical method merged PBL, CBL and Paper Review, which is relied on the WeChat platform and based on real clinical cases and frontier literatures for undergraduate participated in a internship pediatric orthopaedics and to demonstrate its feasibility and effectiveness. Methods: We enrolled 22 students participating in the Department of Pediatric Orthopaedics. They adopted the WeChat blending pedagogy mode. Their scores of departmental rotation examination were compared with 23 intern doctors who adopted the traditional teaching method. Moreover, an anonymous questionnaire was administered to evaluate students’ perceptions and experiences. Results: The total average score of students adopted WeChat blending pedagogy mode and traditional teaching methods was 47.27 and 44.52. There was no statistically significant between WeChat blending pedagogy mode and traditional teaching methodin the aspect of possessing professional accomplishment, gaining knowledge and promoting interpersonal skills (P= 0.07, P = 0.12 and P = 0.65, respectively). In terms of independent clinical thinking, self-improving capability and improving clinical skills, the score of WeChat blending pedagogy mode was 8.00, 8.00 and 6.00, whereas the traditional teaching methods was 6.70, 6.87 and 7.48. The response rate to the questionnaire was 100% (22/22). and theoverall satisfaction reached 100%. 64%, 86%, 68%, 64% and 59% of students chose very large or large in the aspect of professional accomplishment, knowledge absorption, independent clinical thinking skills, English reading and literature exploring capacity, as well as interpersonal skills. 15 participants considered that WeChat blending pedagogy mode was less helpful to them in promoting the improvement of clinical skills. 9 students thought the WeChat blending pedagogy mode was time-consuming. Conclusions: Our study verified the feasibility and effectiveness of WeChat blending pedagogy mode for undergraduate pediatric orthopaedics internship. Trial registration： Retrospectively registered.

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Section: Discussionmentioning

confidence: 99%

WeChat as a Platform for Blending Problem/Case-Based Learning and Paper Review Method Among Undergraduate Pediatric Orthopaedics Internship: Feasibility and Effectiveness Study

Chen

Gao

Wang

et al. 2023

Preprint

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“…Teaching methods in this section should be fun, engaging, and pedagogically sound to establish an open environment for communication. Problem‐based learning (PBL)/case‐based learning (CBL) flip‐classrooms can be transitioned online, while peer‐assisted learning and group learning are implemented during preparation for discussions 8–11 . This section improves the students' enthusiasm for studying and encourages them to study actively and creatively to achieve higher learning goals.…”

Section: Concepts and Methodsmentioning

confidence: 99%

“…Problem-based learning (PBL)/case-based learning (CBL) flip-classrooms can be transitioned online, while peer-assisted learning and group learning are implemented during preparation for discussions. [8][9][10][11] This section improves the students' enthusiasm for studying and encourages them to study actively and creatively to achieve higher learning goals. A mixed assessment composed of peer and teacher assessments was applied to evaluate students' performance after the completion of the real-time interactive section for each chapter, which contributed 30% of the final grade.…”

Section: Real-time Interactionmentioning

confidence: 99%

Change and challenge: An online course in Medical Biochemistry and Molecular Biology

Zhong

Liu

Huang

et al. 2023

Biochem Molecular Bio Educ

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The development of information technology and portable devices has sparked a revolution in the field of education, facilitating access to diverse educational resources and lifelong learning. In particular, the COVID‐19 pandemic has accelerated the transition from face‐to‐face to distance teaching, which requires online education to be provided worldwide. Biochemistry and Molecular Biology are key basic medical courses in laboratory‐based science that cover complicated theories and applications. The balance between traditional and online courses, and the effectiveness of online courses, are fundamental to the teaching quality of Biochemistry and Molecular Biology. In this study, we explored the concepts, designs, and practices of a new blended online course and identified potential challenges. We hope that our experiences will provide new ideas for online teaching and promote teaching reform and the development of Medical Biochemistry and Molecular Biology education.

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“…Questionnaire C investigated the overall teaching satisfaction of the students in experimental group 1 and control group. The questionnaires were designed and modified from previous studies and had features specific to this study, with their validity verified in previous study and determined through several discussions and revisions by the three subject experts in departments of medical education in our study ( 21 , 22 ). The reliability of the questionnaires was evaluated using internal consistency; the Cronbach alpha coefficient were 0.911, 0.855, 0.928, respectively.…”

Section: Methodsmentioning

confidence: 99%

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

Xie

Wang²,

Pang³

et al. 2022

Front. Med.

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BackgroundThe coronavirus disease 2019 (COVID-19) pandemic has had a great impact on the traditional teaching mode (Lecture-based Learning, LBL) and laboratory teaching. To address this challenge, the researchers conducted online Problem-based learning (PBL) teaching and virtual simulation laboratory teaching through DingTalk, and evaluated the effectiveness of this method in teaching clinical biochemistry.MethodsWith the method of cluster sampling, the researchers randomly selected 60 students from two classes of the Class 2019 as the experimental group for this prospective experimental study. The theory class was taught online PBL through DingTalk, and experimental lectures were given by virtual simulation. After the experimental teaching, students were assessed for theory and operation. Self-administered questionnaires were administered through DingTalk. 65 students from our 2018 medical laboratory class were randomly selected as the control group, and offline LBL and traditional experimental teaching methods were used. Examination results were obtained through teaching portfolios.ResultsThe experimental group had significantly better examination scores in theoretical knowledge and experimental operational skills than the control group (87.45 ± 5.91 vs. 83.52 ± 9.94, P = 0.0095; 87.08 ± 12.42 vs. 80.18 ± 14.04, P = 0.0044). The results of the questionnaire survey revealed that the experimental group was more receptive to the DingTalk-PBL teaching method and virtual simulation laboratory teaching. Moreover, this hybrid teaching method was more effective in promoting basic knowledge understanding (95.0%, 57/60), facilitating the mastery of operational skills (93.3, 56/60), cultivating interest in learning (96.7%, 58/60), training clinical thinking (95.0%, 57/60), improving communication skills (95.0%, 57/60), and enhancing self-learning ability (91.7%, 55/60) and was more satisfying than traditional teaching method (all P < 0.05).ConclusionThe DingTalk-based PBL method combined with virtual simulation experiments was an effective and acceptable teaching strategy during the pandemic compared with the traditional teaching method.

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WeChat as a Platform for Problem-Based Learning Among Hematological Postgraduates: Feasibility and Acceptability Study

Cited by 15 publications

References 41 publications

WeChat as a Platform for Blending Problem/Case-Based Learning and Paper Review Method Among Undergraduate Pediatric Orthopaedics Internship: Feasibility and Effectiveness Study

WeChat as a Platform for Blending Problem/Case-Based Learning and Paper Review Method Among Undergraduate Pediatric Orthopaedics Internship: Feasibility and Effectiveness Study

Change and challenge: An online course in Medical Biochemistry and Molecular Biology

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

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