The application effect of student centered micro-class autonomous learning in pathophysiology teaching

doi:10.3760/cma.j.issn.1673-677X.2018.06.009

Abstract

Abstract: Objective To explore the application of student centered micro-class autonomous learning in pathophysiology teaching. Methods The experimental control study method was adopted. The experimental group adopted the “student centered micro-class” autonomous learning method,while the students in the control group adopted the traditional teaching method,and the teaching outcome was evaluated through questionnaire survey and examination.Results The rate of the students' feedback satisfaction of “student centered micro-class” was 80.9%, and 91.5% of the students think they can exercise their self-learning capacity. The average score and comprehensive analysis capacity of the students in the experimental group were significantly higher than that of the control group students (P<0.05), the difference was statistically significant. Conclusions The “student centered micro-class” autonomous learning helps to improve the medical students' interest in pathophysiology learning, enhance autonomy, exercise the comprehensive capacity of students, and significantly improve academic performance.

Key words: Student centered micro-class, Autonomous learning, Pathophysiology, Teaching effect

Zhang Ling, Li Hongyan, Kang Jinsong, Li Yang, Meng Yan, Su Jing, Liu Yanan, Zhang Yong, Li Na, Sun Liankun. The application effect of student centered micro-class autonomous learning in pathophysiology teaching[J]. Chinese Journal of Medical Education, 2018, 38(6): 838-841.

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