UNASSIGNED: To explore the effect of applying the online to offline teaching mode in the training of non-anesthesiology residents in department of anesthesiology.
UNASSIGNED: The randomized controlled trial was performed on non-anesthesiology residents from Affiliated Jiangning Hospital of Nanjing Medical University.
UNASSIGNED: All selected residents were randomly divided into the traditional teaching group (Group T) and the online to offline teaching group (Group O) by the random number table method. Traditional teaching mode was used in Group T, while the online to offline teaching mode was used in Group O. The training period lasted for two months. At the end of the training, theoretical and clinical skills were assessed for all residents, and students\' satisfaction scores on teaching were investigated from the aspects of teaching mode, stimulating learning interest, improving learning process and teaching satisfaction. The teaching efficiency was compared and analyzed in the two groups.
UNASSIGNED: In total, 39 cases in Group O and 38 cases in Group T were included in the statistical analysis. Compared with Group T, theory test scores, clinical skills test scores, and overall scores improved significantly in Group O (82.2 ± 8.1 vs. 91.3 ± 7.6; 85.1 ± 4.7 vs. 93.3 ± 5.4 and 83.4 ± 6.4 vs. 92.1 ± 6.7, respectively, p < 0.01). Compared with Group T, scores on teaching mode, stimulating learning interest, improving learning process and teaching satisfaction were higher in Group O (81.1 ± 6.9 vs. 93.7 ± 5.2; 83.6 ± 5.8 vs. 91.6 ± 6.4; 82.4 ± 5.3 vs. 90.9 ± 4.8 and 82.1 ± 5.9 vs. 92.1 ± 5.5, respectively, p < 0.01).
UNASSIGNED: The online to offline teaching mode can improve the level of professional theory and clinical skill operation, and teaching satisfaction of the non-anesthesiology residents in department of anesthesiology, thus improving the teaching effectiveness.

OBJECTIVE: The purpose of this study was to investigate the effectiveness of implementation of video feedback combined with peer role-playing (PRP) teaching method in medical undergraduates adopting problem-based learning (PBL) teaching mode.
METHODS: The undergraduates of five-year clinical medicine who get enrollment of Wuhan local University from 2016 and 2018 were selected to be the research objects. The same grade level is randomly divided into several groups to carry out PBL, with 6-10 students in each group. Following the principle of voluntary participation, 34 students were enrolled in the study group and 33 students in the control group finally. The research regards group as the unit, and study report in group should be carried out to fulfill the research. In the study group, the students were asked to perform PRP report, and the report videos were used for feedback. At the same time, the control group reported by PPT, and the feedback was carried out according to the PPT. At the end of the study, the \"Competency Improvement Satisfaction Questionnaire (CISQ)\" was distributed to investigate students\' satisfaction with this teaching method to improve their ability, Arizona Clinical Interview Score (ACIR) was administered in Chinese by a trained teacher unrelated using PRP method to assess students\' clinical inquiry ability and communication skills, and theory test was performed to assess mastery of theoretical knowledge.
RESULTS: The results show that the study group is superior to the control group in improving the interest of learning and the ability of independent learning, interpersonal communication and active problem solving. Although it is in terms of the confidence in becoming a real doctor and the ability of teamwork, language expression, clinical thinking cultivated, active knowledge acquired and understood that study group are better than the control group, the difference was not statistically significant. ACIR shows that the study group is significantly better than the control group in organization, timeline planning, and transition statements, openly questioning, smooth progress, and avoiding repetition, summarizing, understandable language, documentation and total score. There is no significant difference in eye contact and no interruption. The differences between the two groups are not statistically significant in terms of responsing to concerns, positive feedback, and additional questions. The theoretical test scores of the study group are significantly higher than those of the control group.
CONCLUSIONS: Video feedback combined with peer role-playing teaching method implemented in medical undergraduates adopting PBL teaching mode is effective, it could stimulate interest in learning actively, improve interpersonal communication ability, improve learning efficiency and clinical knowledge and skills, and improve the confidence of becoming a real doctor. It is worthy of further research and promotion.

UNASSIGNED: The routine teaching mode of diabetes mellitus (DM) is divided into various sub-majors of medical laboratory, which is not conducive to clinical laboratory physicians quickly mastering relevant knowledge. A novel DM laboratory testing pathway is established to improve teaching efficiency and enhance the effects of talent cultivation in laboratory medicine.
UNASSIGNED: The guidelines and expert consensuses of DM were gathered from professional websites and databases. The clinical laboratory diagnostic pathway was formulated, and the questionnaire and mutual evaluation were used to evaluate the teaching effectiveness of 8-year undergraduate students enrolled in 2018 and enrolled in 2019, respectively.
UNASSIGNED: Clinical laboratory physicians developed and approved the DM clinical laboratory diagnostic pathway, which included the entire process of DM diagnosis and differential diagnosis, drug selection, treatment impact monitoring, prognosis evaluation, etc. The results of the questionnaires showed that, in comparison to the teaching mode used with the students enrolled in 2018 and enrolled in 2019, the percentages of more improvement and significant improvement were significantly increased (P < 0.01) and the percentages of no improvement and slight improvement were significantly decreased (P < 0.01). Following the instruction of the DM clinical laboratory diagnostic route, the results were greatly improved, including points emphasized and the accuracy of responding to questions, among other things, according to the teachers\' and students\' mutual evaluation (P < 0.05).
UNASSIGNED: To enhance the teaching quality in laboratory medicine, it is required to build the disease clinical laboratory diagnostic pathway for a novel teaching method. This may boost teachers\' and students\' confidence and broaden their knowledge.

BACKGROUND: Effective clinical medical student education includes attention to teaching approaches. This study assessed the impact of a new multi-element teaching mode that utilizes Bite-Sized Teaching, flipped classroom, and MOOC on learner perception in an Obstetrics and gynaecology clerkship.
METHODS: A Two-stage crossover design study was conducted of a multi-element teaching mode compared to traditional teaching mode in an academic year. Participants included Ninety-six medical students practicing obstetrics and gynecology in our hospital, randomly divided into two groups respectively underwent multi-element teaching mode and traditional teaching mode. After each semester, a final test (including theoretical and clinical practical test) was conducted.When an academic year was completed, post intervention survey assessed learner perceptions of the intervention.
RESULTS: In order to comprehensively test students\' performance after study, we take theoretical and practical examinations. The theoretical examination mainly tests students\' grasp of basic knowledge points, while the practical examination focuses on the examination of students\' diagnosis and treatment of diseases. There were statistically significant differences both in the theoretical and clinical practical scores between the new multi-element integrated teaching mode and the traditional teaching mode, specifically as follows: In the end of first semester, the theoretical scores of the two groups were respective 43.75 ± 3.42 vs. 42.07 ± 2.90, and clinic practical test scores were respective 44.93 ± 2.42 vs. 43.37 ± 2.52; In the end of second semester, the theoretical scores of the two groups were respective 44.30 ± 2.69 vs. 42.25 ± 3.39, and clinic practical test scores were respective 43.79 ± 2.25 vs. 41.93 ± 2.80.(p < 0.05). The results of questionnaires demonstrated that 80.21% of the students showed preference for the new multi-element integrated teaching mode comparing to traditional teaching methods.
CONCLUSIONS: The new multi-element integrated teaching mode is well accepted by the students and can improve the students\' mastery of knowledge, and can improve the students\' clinical comprehensive ability. The new multi-element integrated teaching mode is shown more preference than traditional teaching mode in the teaching of Obstetrics and Gynaecology. Further long term study is needed carried out to consolidate our conclusion. The new multi-element integrated teaching mode may have positive effects on clinical teaching of Obstetrics and Gynaecology.

暂无摘要。

Electronic components are rapidly updated in the context of expanding application requirements, and communication protocols used in combination with various electronic devices are also emerging. On this basis, IoT technology has developed a variety of sensor devices and gateways, which are widely used in cities. In the field of wisdom, applying IoT technology to classrooms can effectively improve the deficiencies of traditional teaching models. Fuzzy control theory is usually based on fuzzy sets in mathematics, and is combined with neural network, genetic and probability algorithms to form a calculation method. Fuzzy calculation has the ability to simplify the system input of a variety of complex variables, and its applications in the field of education are mainly: provide evaluation of teachers\' teaching effectiveness. The advancement of science and technology has promoted the change and updating of the teaching mode. With the continuous advancement of basic education curriculum reform and the continuous deepening of classroom teaching reform, classroom teaching is also in urgent need of reform, from traditional classrooms to smart classrooms. Smart classrooms combine advanced technology with teachers\' teaching. Through the dynamic data, the analysis instantly understands the student\'s learning situation, and then integrates it into education and teaching in a targeted manner. This paper conducts a questionnaire survey on the current situation of smart classroom teaching, and summarizes the current teaching problems. Then, combining the Internet of Things, fuzzy control and deep learning technology, from the two aspects of school teachers and students, it is proposed for smart classroom to promote students\' learning effect. With its novel and new-style teaching advantages, smart classroom has gradually entered the public\'s vision and gained the attention and support of the majority of educators. Taking Grand Wisdom Classroom as an example, it uses the \"Internet +\" way of thinking and the new generation of information technology such as big data and cloud computing to create intelligent and efficient classrooms, realizing the whole process of application before, during and after class, and promoting the development of students\' wisdom. Under the mobile Internet model, students and teachers can communicate anytime and anywhere. Combined with the analysis and application of our big data technology, data-based precision teaching becomes possible. In a real sense, learning before teaching can be realized and teaching can be determined by learning.

Sichuan University West China Medical School was the first institution in China to develop an undergraduate sonographer education program in 2016. This program was certificated by American Registry for Diagnostic Medical Sonography (ARDMS) and students are qualified for the ARDMS credential verification test. In this 4-year program, the international curriculum of ultrasound physics and hemodynamics was set for students in the third year since 2018. This study is aimed to compare the teaching effect of international remote teaching mode and domestic on-site teaching mode of this international curriculum before and during the COVID-19 pandemic.
All undergraduate sonographer students after completing ultrasound physics and hemodynamics in the academic years 2018-2019 (30 students; before the COVID-19 pandemic) and 2020-2021 (47 students; during the COVID-19 pandemic) were included in the study. The scores of 77 students were analyzed for their curriculum. Independent samples t-test or Mann-Whitney test was employed to compare students\' scores before and during the COVID-19 pandemic. The Chi-square test was used to compare students\' feedback about this curriculum through an online self-administered questionnaire. A p < 0.05 was considered statistically significant.
Total scores were comprised of four parts: in-class tests, homework, mid-term, and final exam scores. The mean in-class test score for domestic on-site teaching mode during the COVID-19 pandemic was significantly higher than that for international remote teaching mode before the COVID-19 pandemic. However, there was no observed a statistically significant difference in homework, mid-term, final exam, and total scores between the two types of teaching modes. For questionnaire feedback, no significant difference was observed between the two groups regarding the satisfaction toward teachers, class atmosphere, teaching mode, curriculum content, exam difficulty, scores, and knowledge students gained. For the overall evaluation of the curriculum, 73.3% (22/30) of students were very satisfied before the COVID-19 pandemic, while 44.7% (21/47) of students felt very satisfied during the COVID-19 pandemic (p = 0.02).
The general teaching effect of domestic on-site teaching mode during the COVID-19 pandemic was comparable to that of international remote teaching mode before the COVID-19 pandemic, and domestic on-site teaching mode may provide a better in-class teaching effect.

Due to the continuous epidemic in recent years, the traditional teaching mode of history classroom has been gradually replaced by the teaching mode of self-learning classroom. The teaching mode of autonomous learning classroom has become a popular teaching mode in recent years. However, in the autonomous learning classroom under the current history teaching mode, the lecturer cannot always pay attention to the various states of the students. It is also difficult to understand and receive the information the teacher wants to convey in real time. For this reason, human-computer interaction emotion recognition technology has been proposed and developed. In order to construct and realize the teaching mode of self-learning classroom history, this paper studies the emotion recognition technology of human-computer interaction. The research results show that the introduction of human-computer interaction emotion recognition technology into the construction of autonomous learning classroom teaching mode can fully understand students\' emotional behavior. It improves the accuracy of students\' emotion recognition by 2.67%, enables students to maintain a good learning motivation, and make reasonable plans and arrangements for the historical time and progress of learning. At the same time, it enhances the history teaching intensity and autonomous learning ability, and improves the original single learning mode. By establishing a new teaching-teacher-student relationship, it creates a good and active autonomous classroom atmosphere.

With the deepening of cultural integration, people\'s demand for English learning is also increasing rapidly. However, traditional teaching methods have certain limitations, and teaching conditions are limited by the slow development of information technology, oral English courses have been shelved and stopped for a long time. With the rapid development of technology, the era of artificial intelligence has arrived. Learning assistance systems based on artificial intelligence have emerged in an endless stream, which has also innovatively solved the problem of oral language learning. Natural language processing is a computing mode of deep learning by artificial intelligence, which can carry out deep learning and training according to the current goal and finally get the desired result. But relying only on the auxiliary learning system cannot fundamentally solve the problem of oral language learning. Therefore, we aim to update the current spoken English learning methods using natural language processing technology, and propose a natural language processing-based oral English teaching model. In this mode, natural language processing can match different teaching methods according to the spoken language characteristics of different students, and give constructive suggestions. Moreover, the spoken English teaching mode based on natural language processing can be continuously upgraded and adjusted to adapt to the changing and developing era in time. Experiments show that the oral English teaching mode based on natural language processing can improve students\' comprehensive ability of oral English. And it increased its comprehension by 19.7% year-on-year, and at the same time it also improved the enthusiasm for learning oral language by 33.3%.

Synthetic biology, a course with a sound theoretical system and a wide application range, plays a role in the cultivation of innovative talents in the field of bioengineering. To this end, we have set up a synthetic biology course in our university. First, according to the concept of imparting basic knowledge, highlighting innovative practice, and keeping up with cutting-edge progress, we assembled a high-level teaching team for synthetic biology. The team constantly adjusted and optimized the course contents and achieved a novel and reasonable course system. Second, we introduced frontier cases of synthetic biology reported in high-level journals, as well as breaking news in this field in classroom teaching, which enriched the teaching contents and aroused students\' interest. Third, taking these cases as the breakthrough point, we guided students to in-depth discussions through the learning-centered teaching mode to improve students\' abilities of critical thinking and theoretical innovation. In summary, the course has achieved good teaching outcomes and improved the cultivation of innovative talents. Therefore, we share our work with peer teachers, aiming to give new insights into the teaching reform of synthetic biology and other related courses.