School of Life Science and Agricultural Engineering, Nanyang Normal University, Nanyang 473061, China Nanyang Normal University Nanyang China.
Research Center of Henan Provincial Agricultural Biomass Resource Engineering and Technology, Nanyang 473061, China Research Center of Henan Provincial Agricultural Biomass Resource Engineering and Technology Nanyang China.
State Key Laboratory of Motor Vehicle Biofuel Technology, Henan Tianguan Enterprise Group Co., Ltd., Nanyang 473000, China State Key Laboratory of Motor Vehicle Biofuel Technology, Henan Tianguan Enterprise Group Co., Ltd. Nanyang China.
School of Life Science and Agricultural Engineering, Nanyang Normal University, Nanyang 473061, China Nanyang Normal University Nanyang China.
Research Center of Henan Provincial Agricultural Biomass Resource Engineering and Technology, Nanyang 473061, China Research Center of Henan Provincial Agricultural Biomass Resource Engineering and Technology Nanyang China.
Laboratorio de Biología Molecular de Bacterias y Levaduras. Departamento de Microbiología, Escuela Nacional de Ciencias Biológicas, Instituto Politécnico Nacional, Prol. de Carpio y Plan de Ayala s/n. Col. Sto. Tomás, 11340, Ciudad de México, México.
Departamento de Bioquímica, Escuela Nacional de Ciencias Biológicas, Instituto Politécnico Nacional, Prol. de Carpio y Plan de Ayala s/n. Col. Sto. Tomás, 11340, Ciudad de México, México.
Departamento de Bioquímica, Escuela Nacional de Ciencias Biológicas, Instituto Politécnico Nacional, Prol. de Carpio y Plan de Ayala s/n. Col. Sto. Tomás, 11340, Ciudad de México, México.
Centro de Biotecnología Genómica, Instituto Politécnico Nacional. Blvd. del Maestro S/N Esq. Elías Piña. Col. Narciso Mendoza, 88710, Reynosa, Tamaulipas, México.
Laboratorio de Biología Molecular de Bacterias y Levaduras. Departamento de Microbiología, Escuela Nacional de Ciencias Biológicas, Instituto Politécnico Nacional, Prol. de Carpio y Plan de Ayala s/n. Col. Sto. Tomás, 11340, Ciudad de México, México.
Laboratorio de Biología Molecular de Bacterias y Levaduras. Departamento de Microbiología, Escuela Nacional de Ciencias Biológicas, Instituto Politécnico Nacional, Prol. de Carpio y Plan de Ayala s/n. Col. Sto. Tomás, 11340, Ciudad de México, México. chdez38@hotmail.com.
School of Life Science, Nanyang Normal University, Nanyang 473061, China Nanyang Normal University Nanyang China.
Research Center of Henan Provincial Agricultural Biomass Resource Engineering and Technology, Nanyang 473061, China Research Center of Henan Provincial Agricultural Biomass Resource Engineering and Technology Nanyang China.
Departamento de Microbiología, Escuela Nacional de Ciencias Biológicas, Instituto Politécnico Nacional, Mexico City, Mexico Escuela Nacional de Ciencias Biológicas, Instituto Politécnico Nacional Mexico City Mexico.
Ministry of Education Key Laboratory for Ecology of Tropical Islands, Key Laboratory of Tropical Animal and Plant Ecology of Hainan Province, College of Life Sciences, Hainan Normal University, Haikou 571158, China Hainan Normal University Haikou China.
School of Life Science, Nanyang Normal University, Nanyang 473061, China Nanyang Normal University Nanyang China.
Research Center of Henan Provincial Agricultural Biomass Resource Engineering and Technology, Nanyang 473061, China Research Center of Henan Provincial Agricultural Biomass Resource Engineering and Technology Nanyang China.
Medical schools have undergone a period of continual curricular change in recent years, particularly with regard to pre-clinical education. While these changes have many benefits for students, the imp...
In this study, faculty motivation to teach in the pre-clinical medical curriculum was examined using self-determination theory (SDT) as a framework. Basic science and clinical faculty were surveyed on...
Faculty reported that teaching activities often meet their basic psychological needs of competence, autonomy, and relatedness. Professors were more likely than associate professors to report that teac...
Assessing faculty motivation to teach provided valuable insights into how faculty relate to their teaching roles and what factors influence them to continue in those roles. This information may be use...
A case-control study explored the application of case-based teaching methods in the clinical teaching of radiology....
126 radiology interns of grade 2018 were selected by cluster sampling and randomly divided into the research group and the control group. The traditional teaching approach was used in the control grou...
The interns' test scores, the research group's case summary multiple-choice questions, case-group multiple-choice questions, case analysis questions, theoretical total scores, and practical operation ...
The application of the case teaching method based on primary teaching principle in the radiology clinical teaching course is helpful to cultivate students' critical thinking ability and improve studen...
The aim of this work was to evaluate the impact of a teaching method in pharmacokinetics (PK) in terms of satisfaction and performance in the final test of students....
This method consisted of the development of a practical problem and a peer-tutored solution by small groups of three or four students. Students enrolled in the second year of pharmaceutical studies ha...
More than 70% of the students were highly satisfied with the new format of the PK course, especially concerning the development and the design of a practical problem. More than 94% of the students con...
This new method including peer teaching was applied in PK and allowed to significantly increase the performance and the satisfaction of the students in PK....
The purpose of this study is to use feedback from student evaluations of teaching (SETs) to define and describe themes associated with perceived teaching effectiveness....
We retrospectively analyzed SETs for instructors in required didactic courses from one academic year using qualitative content analysis. The analysis included student responses to the following questi...
Five themes were developed from 4683 coded segments and are described with example quotations. These themes included clarity of instruction and learning activities, alignment of learning and assessmen...
These themes and supportive quotes offer a deeper understanding of the student perspective on similar ideas that are present throughout the teaching and learning literature and represent broad aspects...
In order to improve the effect of business English teaching, this paper combines intelligent digital methods to intelligently process images of online business English teaching. Under the condition of...
To analyze reflective practice in the teaching-learning process of nurses in residency programs in teaching hospitals in Minas Gerais, Brazil....
Case study, based on the reflective practice framework, conducted in two teaching hospitals. Observation and interviews were conducted with first and second-year residents, and five participants were ...
In 519 observed activities, elements of reflection were identified in 22.2%, especially active listening and expression of doubts. Discourses indicated practice as the best moment for teaching-learnin...
Know-in-action reflection was evidenced as the predominant formative aspect for residents, with few opportunities for reflection on reflection-in-action....
Contact lens (CL) practice is an ever-changing field with clinical knowledge, techniques and equipment continuously evolving. These new developments are backed with clinical trials and research to ens...
An expert panel of educators completed a comprehensive literature review of current evidence of teaching methods in CL training, or if not available then what can be learnt from other health care prof...
Due to the amount of evidence available in the overall subject area relating to healthcare education, the initial plan of compiling evidence into one narrative review paper was discarded in favour of ...
There is a small amount of evidence supporting CL education, but most of this seems to be related to the practical element of the training. However, there is a lot of evidence in the field of healthca...
As medical education evolves, Problem-Based Learning (PBL) and Case-Based Learning (CBL) methodologies have emerged as vital pedagogical tools. This study aims to delve into the application and effect...
Acute abdomen is a series of acute and severe abdominal diseases commonly encountered in clinic. It is important to strengthen the image teaching of acute abdomen for undergraduates....
This study aimed to explore the application effect of SPARK[sub-speciality (S), problem-based learning (P), assessment (A), report (R) and reading skill (K)] teaching mode in the experimental teaching...
We selected a total of 58 third year medical students for observation. The students were divided into experimental group and control group. Among them, 29 students in the experimental group studied in...
The average scores of the experimental group and the control group after theory class were (69.0 ± 26.4) and (72.1 ± 24.1) respectively, with no statistical difference (t = 0.468, P = 0.642). The aver...
The SPARK teaching mode was helpful for undergraduate medical students to consolidate image foundation, improve image reading skills....
The majority of junior doctors in the UK do not proceed directly into specialty training after completing mandatory foundation training but instead take a year out of training. A common post undertake...
CTFs working in Trusts in the West Midlands region registered as students on the Education for Healthcare Professionals Post Graduate Certificate course at the University of Birmingham in August 2019 ...
Nine CTFs participated in an interview. Five main themes were identified which related to their experiences in post and plans for future careers. Participants reported choosing to undertake a CTF role...
This is the first study to use interview methodology to explore experiences of CTFs, and has provided a valuable insight into the experiences of those in post in the West Midlands region. Understandin...
