Application of PBL Mode in a Resident-Focused Perioperative Transesophageal Echocardiography Training Program: A Perspective of MOOC Environment

Application of online to offline teaching mode in the training of non-anesthesiology residents in the department of anesthesiology: a randomized, controlled trial

Objective

To explore the effect of applying the online to offline teaching mode in the training of non-anesthesiology residents in department of anesthesiology.

Trial design

The randomized controlled trial was performed on non-anesthesiology residents from Affiliated Jiangning Hospital of Nanjing Medical University.

Methods

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.

Results

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).

Conclusion

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.

A meta-analysis of MOOCs-based academic achievement, engagement, motivation, and self-regulation during the COVID-19 pandemic

Massive open online courses (MOOCs)-based education has gained a great popularity especially during this special COVID-19 pandemic time. This study, aiming to summarize the effectiveness of MOOCs, seems meaningful and necessary. Through a meta-analysis using Stata/MP 14.0, this study concludes that MOOCs-based education could significantly improve academic achievements and motivation rather than self-regulation and engagement compared with the non-MOOCs-based approach. Blended, independent, and gamified instead of interactive MOOCs could significantly improve academic achievements compared with their counterparts. Different approaches to MOOCs could not predict academic achievements. Future research into MOOCs-based education could focus on how to blend elements of gamification and interaction, as well as instructional methods, with MOOCs-based education.