Acceptance or satisfaction of blended learning among undergraduate nursing students: A systematic review of the literature
Nurse Education Today,
Год журнала:
2025,
Номер
unknown, С. 106589 - 106589
Опубликована: Янв. 1, 2025
Язык: Английский
Application of Emerging Teaching Models in Dental Education: A Systematic Review and Meta-Analysis
International Dental Journal,
Год журнала:
2024,
Номер
74(6), С. 1185 - 1196
Опубликована: Июль 9, 2024
As
an
experimental
teaching
method,
emerging
learning
methods
including
problem-based
(PBL),
case-based
learning,
team-based
and
flipped
classroom
(FC)
have
been
widely
applied
in
dental
education.
This
study
aims
to
evaluate
the
effect
of
these
on
education
performance
compared
traditional
lecture-based
(LBL).
The
search
was
carried
out
April
2024
PubMed,
EMBASE,
Web
Science,
Cochrane
Library.
All
randomized
controlled
trials
were
included
methodological
quality
assessment
based
guidelines
described
Handbook
for
Systematic
Reviews,
followed
by
a
meta-analysis
using
Stata
14.0
software.
Using
standard
mean
deviation
(SMD)
95%
confidence
interval
(95%
CI)
determine
effectiveness
LBL
all
disciplines.
Meta-regression
used
analyse
sources
heterogeneity.
Sensitivity
analysis
performed
stability,
Begg's
whether
there
is
publication
bias.
A
total
29
3502
students
included.
results
indicate
that
educational
significantly
positive
achieving
higher
scores
(SMD
=
0.48,
CI
0.34-0.62,
P
<
.001),
it
theoretical
0.52,
0.32-0.72,
.001)
or
skill
0.45,
0.15-0.76,
.001).
Compared
LBL,
PBL
0.33,
0.01-0.65,
.045)
FC
0.50,
0.31-0.69,
can
both
improve
students'
academic
performance.
(PBL,
FC)
improved
students.
These
be
advocated
popularized
as
routine
methods.
first
effects
which
shows
great
impact
development.
Язык: Английский
Application of BOPPPS and Flipped Classroom Joint Teaching Model into Clinical Practice Ability of Obstetrics and Gynecology Residents in Standardized Training
Research Square (Research Square),
Год журнала:
2024,
Номер
unknown
Опубликована: Дек. 3, 2024
Abstract
Background/Aim
To
explore
how
a
teaching
model
that
integrates
bridge-in,
objective/outcome,
pre-assessment,
participatory
learning,
post-assessment,
and
summary
(the
BOPPPS
model)
flipped
classroom
will
affect
the
clinical
practice
abilities
of
obstetrics
gynecology
residents
in
standardized
training.
Methods
Seventy
training
from
base
First
Affiliated
Hospital
Chongqing
Medical
University
June
2023
to
2024
were
selected
as
research
subjects.
They
randomly
equally
divided
into
an
experimental
group
(adopting
combined
with
approach)
control
traditional
methods).
The
effectiveness
was
assessed
by
comparing
performances
two
groups
ability
simulation
assessments,
thinking
ability,
self-directed
learning
satisfaction
methods.
Results
scored
significantly
higher
than
patient
reception,
assessment,
practical
skill
assessment.
outperformed
scores,
overall
scores.
showed
enhancing
interest,
operation
levels,
teamwork,
comprehensive
quality,
doctor-patient
communication
skills,
cultivating
ability.
Conclusions
can
effectively
improve
assessment
residents,
stimulate
their
initiative
enthusiasm
for
meet
needs,
thus
enhance
quality
passing
rates.
Язык: Английский
Effectiveness of a BOPPPS Teaching Model in Standardized Training for Nephrology Resident Physicians: A Retrospective Cohort Study
British Journal of Hospital Medicine,
Год журнала:
2024,
Номер
85(12), С. 1 - 13
Опубликована: Дек. 9, 2024
Aims/Background
Based
on
Bridge-in,
Objective,
Pre-assessment,
Participatory
learning,
Post-assessment
and
Summary
(BOPPPS),
the
teaching
model
has
gained
increasing
attention
in
field
of
medical
education.
This
study
aimed
to
evaluate
effectiveness
BOPPPS
standardized
training
for
nephrology
residents,
particularly
educating
hyperkalemia
chronic
kidney
disease
(CKD).
Methods
retrospective
cohort
included
students
undergoing
department
at
Shanghai
Traditional
Chinese
Medicine-Integrated
Hospital
Affiliated
University
Medicine
from
2021
2024.
The
observation
group
(n
=
55)
received
instructions
using
model,
while
control
64)
was
educated
traditional
methods.
evaluated
learning
outcomes
satisfaction
through
theoretical
practical
assessments,
as
well
self-assessment
by
students.
Results
demonstrated
significantly
higher
scores
exams
assessments
compared
(p
<
0.05).
Additionally,
reported
0.05)
greater
than
group.
Conclusion
is
an
effective
approach
enhancing
knowledge,
skills,
residents.
Compared
methods,
improves
outcomes,
thereby
strengthening
quality
Язык: Английский