Objective To diversify the methods of human physiology teaching for medical students at Chang Gung University College of Medicine. Methods We divided the grades of semester evaluation for physiology into two parts: 70% for lecture-examinations, 30% for non-examination-associated learning model including oral presentation of a scientific paper (conference), problem-based learning (PBL) performance, and quizzes. Results By a questionnaire survey at the end of the semester, we found that students were willing to spend time preparing non-examination-associated learning model; and from their own evaluations, the effectiveness of non-examination-associated learning was comparable to lecture-examination methods. Conclusion We conclude that from this analysis of students’ learning attitude and actual time (in hours per week) spent in each learning models, non-examination-associated learning model is well accepted and appeares to be as effective as traditional examination-forced study.
Objective To explore the role of using a workshop combined with diversified teaching model in undergraduate general practice. Methods Undergraduate students who enrolled in the Class 2022 general medicine course of Shanghai Jiao Tong University School of Medicine were selected between February and June 2023. Two classes were selected from undergraduate students who enrolled in the Class 2022 general medicine course using a simple random sampling method. One class was selected as the control group (using the workshop teaching mode), while the other class was selected as the experimental group (using the workshop combined with diversified teaching mode). The evaluation of teaching effect, teaching satisfaction, career intention and final scores of the control group and the experimental group were compared. Results A total of 120 students were included, with 60 students in each group. There was no statistically significant difference in the gender, age, and previous general medicine course exam scores between the two groups (P>0.05). The evaluation of teaching effect by the experimental group was higher than that of the control group (P<0.05). The teaching satisfaction scores of the experimental group on teaching atmosphere (85.16±9.44 vs. 81.65±8.15), teaching mode (86.30±9.12 vs. 79.27±9.33), and teaching management (84.20±7.05 vs. 80.10±7.15) were higher than those of the control group (P<0.05). The experimental group had a higher career intention than the control group (45 vs. 32 people; χ2=6.125, P=0.013). The theoretical course scores (71.77±7.10 vs. 66.14±7.45), internship scores (10.32±3.34 vs. 8.58±2.56), and total scores (82.09±9.36 vs. 74.58±8.45) of the experimental group were higher than those of the control group (P<0.05). Conclusion The application of workshop combined with diversified teaching mode in undergraduate general medicine course teaching can improve students’ evaluation of teaching effect, teaching satisfaction and final scores, as well as change students’ career intention.
