The application of "Rain Classroom" in Pharmacology teaching for MBBS international students
10.3760/cma.j.cn116021-20211227-01240
- VernacularTitle:基于“雨课堂”的教学在留学生药理学教学中的应用
- Author:
Meihua BAO
1
;
Haigang LI
;
Yi HAO
Author Information
1. 长沙医学院国际教育学院，长沙 410219
- Keywords:
International student;
Rain Classroom;
Pharmacology
- From:
Chinese Journal of Medical Education Research
2023;22(4):531-535
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To compare the effects of "Rain Classroom" teaching model and traditional teaching model in the Pharmacology teaching for MBBS international students.Methods:A total of 55 MBBS international students of the Batch 2016 were selected, and randomly divided into the "Rain Classroom" teaching group ( n = 27, experimental group) and the traditional teaching group ( n = 28, control group) according to their academic performance, age, gender, learning attitude, learning ability, and their original country. The experimental group took "Rain Classroom" assisted teaching, and control group took traditional teaching.The teachers for two groups were the same. They have been engaged in the "Pharmacology" course for international students for many years. The chapter "Antihypertensives" in textbook " Lippincott's Illustrated Reviews, Pharmacology (edited by Karen Whalen)" was selected as teaching content. The teaching effects were evaluated by the knowledge assessment (70 points) and process evaluation (30 points). A questionnaire survey was conducted at the end of the course. The results were statistically analyzed by t-test and Chi-square test using SPSS 11.5 software. Results:Compared with the traditional teaching group, the students of "Rain Classroom" group obtained a significantly higher score in exam. The average exam score of the "Rain Classroom" group was (58.6±6.8) points, while the average exam score of the traditional teaching group was (52.3±9.4) points, indicating a better mastery of knowledge for "Rain Classroom" group ( P < 0.05). The process evaluation showed that the students in the "Rain Classroom" group were more active in participation and the interaction, which was significantly higher than that in the traditional teaching group (7.4 vs. 2.8 times per students). No obvious difference was observed in students' attendance and homework scores for these two groups. According to the questionnaire survey, the "Rain Classroom" group enhanced students' interest in learning, improved the concentration in classes, and thus promoted the mastery of knowledge. Conclusion:The present study has confirmed the "Rain Classroom" teaching method is conducive to mobilizing students' enthusiasm for learning and improving teaching effect.
