Practical application of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology
AIM: To explore the application effect of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology.<p>METHODS: A total of thirty-two master students of ophthalmology from 2017 to 2019 were randomly divided into 2 groups, 16 in each group. The study group use...
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Press of International Journal of Ophthalmology (IJO PRESS)
2019-11-01
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Online Access: | http://ies.ijo.cn/cn_publish/2019/11/201911031.pdf |
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doaj-1fdf5c62cd13456c96ee21154233f9db2020-11-24T21:44:15ZengPress of International Journal of Ophthalmology (IJO PRESS)Guoji Yanke Zazhi1672-51231672-51232019-11-0119111950195410.3980/j.issn.1672-5123.2019.11.31Practical application of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmologyQing Yuan*0Rong-Bin Liang*1Qi Lin2You-Lan Min3Wen-Qing Shi4Pei-Wen Zhu5Biao Li6Xiao-Rong Wu7Yi Shao8Department of Ophthalmology, the First Affiliated Hospital of Nanchang University, Nanchang 330006, Jiangxi Province, ChinaDepartment of Ophthalmology, the First Affiliated Hospital of Nanchang University, Nanchang 330006, Jiangxi Province, ChinaDepartment of Ophthalmology, the First Affiliated Hospital of Nanchang University, Nanchang 330006, Jiangxi Province, ChinaDepartment of Ophthalmology, the First Affiliated Hospital of Nanchang University, Nanchang 330006, Jiangxi Province, ChinaDepartment of Ophthalmology, the First Affiliated Hospital of Nanchang University, Nanchang 330006, Jiangxi Province, ChinaDepartment of Ophthalmology, the First Affiliated Hospital of Nanchang University, Nanchang 330006, Jiangxi Province, ChinaDepartment of Ophthalmology, the First Affiliated Hospital of Nanchang University, Nanchang 330006, Jiangxi Province, ChinaDepartment of Ophthalmology, the First Affiliated Hospital of Nanchang University, Nanchang 330006, Jiangxi Province, ChinaDepartment of Ophthalmology, the First Affiliated Hospital of Nanchang University, Nanchang 330006, Jiangxi Province, ChinaAIM: To explore the application effect of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology.<p>METHODS: A total of thirty-two master students of ophthalmology from 2017 to 2019 were randomly divided into 2 groups, 16 in each group. The study group used the “diversified two-stage” teaching mode; the control group used the traditional teaching mode. The teaching content of the same group of graduate students is the same, the teaching teachers are the same, the teaching period was 33mo of clinical practice, the research time is from 2014 to 2019, the differences between the two groups were compared in the clinical professional assessment, scientific research ability assessment, comprehensive assessment, student satisfaction and dream anxiety self-rating scores with the same examination content and the uniform scoring standard. <p>RESULTS: The average score of student satisfaction in the study group is(101.38±6.29), the comprehensive assessment is 84.22±4.58, and the dream anxiety score is 17.31±5.20. The average score of satisfaction in the control group is 59.13±9.61, the comprehensive assessment is 75.72±5.14, and the dream anxiety score is 25.75±3.32. The scores of clinical professional assessment, scientific research ability assessment and comprehensive assessment in the study group were higher than the control group, while the dream anxiety score was lower than the control group(both <i>P</i><0.05). The dream anxiety score was negatively correlated with the teaching model satisfaction score and the student satisfaction score(<i>r</i>=-0.746, -0.618, both <i>P</i><0.05).<p>CONCLUSION: The “diversified two-stage” teaching mode improves the comprehensive quality of master students' theoretical knowledge, scientific research innovation, physical and mental health. It is the best teaching mode for the master students in ophthalmology.http://ies.ijo.cn/cn_publish/2019/11/201911031.pdf“diversified two-stage” teachingophthalmologymaster studentsmedical educationpracticedream anxiety scores |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Qing Yuan* Rong-Bin Liang* Qi Lin You-Lan Min Wen-Qing Shi Pei-Wen Zhu Biao Li Xiao-Rong Wu Yi Shao |
spellingShingle |
Qing Yuan* Rong-Bin Liang* Qi Lin You-Lan Min Wen-Qing Shi Pei-Wen Zhu Biao Li Xiao-Rong Wu Yi Shao Practical application of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology Guoji Yanke Zazhi “diversified two-stage” teaching ophthalmology master students medical education practice dream anxiety scores |
author_facet |
Qing Yuan* Rong-Bin Liang* Qi Lin You-Lan Min Wen-Qing Shi Pei-Wen Zhu Biao Li Xiao-Rong Wu Yi Shao |
author_sort |
Qing Yuan* |
title |
Practical application of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology |
title_short |
Practical application of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology |
title_full |
Practical application of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology |
title_fullStr |
Practical application of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology |
title_full_unstemmed |
Practical application of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology |
title_sort |
practical application of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology |
publisher |
Press of International Journal of Ophthalmology (IJO PRESS) |
series |
Guoji Yanke Zazhi |
issn |
1672-5123 1672-5123 |
publishDate |
2019-11-01 |
description |
AIM: To explore the application effect of “diversified two-stage” teaching mode in the cultivation of master students in ophthalmology.<p>METHODS: A total of thirty-two master students of ophthalmology from 2017 to 2019 were randomly divided into 2 groups, 16 in each group. The study group used the “diversified two-stage” teaching mode; the control group used the traditional teaching mode. The teaching content of the same group of graduate students is the same, the teaching teachers are the same, the teaching period was 33mo of clinical practice, the research time is from 2014 to 2019, the differences between the two groups were compared in the clinical professional assessment, scientific research ability assessment, comprehensive assessment, student satisfaction and dream anxiety self-rating scores with the same examination content and the uniform scoring standard. <p>RESULTS: The average score of student satisfaction in the study group is(101.38±6.29), the comprehensive assessment is 84.22±4.58, and the dream anxiety score is 17.31±5.20. The average score of satisfaction in the control group is 59.13±9.61, the comprehensive assessment is 75.72±5.14, and the dream anxiety score is 25.75±3.32. The scores of clinical professional assessment, scientific research ability assessment and comprehensive assessment in the study group were higher than the control group, while the dream anxiety score was lower than the control group(both <i>P</i><0.05). The dream anxiety score was negatively correlated with the teaching model satisfaction score and the student satisfaction score(<i>r</i>=-0.746, -0.618, both <i>P</i><0.05).<p>CONCLUSION: The “diversified two-stage” teaching mode improves the comprehensive quality of master students' theoretical knowledge, scientific research innovation, physical and mental health. It is the best teaching mode for the master students in ophthalmology. |
topic |
“diversified two-stage” teaching ophthalmology master students medical education practice dream anxiety scores |
url |
http://ies.ijo.cn/cn_publish/2019/11/201911031.pdf |
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