Volume 19 Issue 11
Nov.  2021
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Article Navigation >  Chinese Journal of General Practice  > 2021  >  19(11): 1939-1942
JIANG Mu-jun, LI Min, MA Lin-yan, SONG Yi-ning, DONG Shu-ying. Application of scientific visualization works in the teaching of pharmacology[J]. Chinese Journal of General Practice, 2021, 19(11): 1939-1942. doi: 10.16766/j.cnki.issn.1674-4152.002206
Citation: JIANG Mu-jun, LI Min, MA Lin-yan, SONG Yi-ning, DONG Shu-ying. Application of scientific visualization works in the teaching of pharmacology[J]. Chinese Journal of General Practice, 2021, 19(11): 1939-1942. doi: 10.16766/j.cnki.issn.1674-4152.002206
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Application of scientific visualization works in the teaching of pharmacology

doi: 10.16766/j.cnki.issn.1674-4152.002206

  • School of Pharmacy, Bengbu Medical College, Bengbu, AnHui 233030, China

Funds:

 2018jyxm1428

 2020jyxm51

 2019jyxm33

  • Received Date: 2021-03-24
    Available Online: 2022-02-15
    Abstract
  •   Objective  Scientific visualization (SV) works are visual images created by professional painters using computer technology based on their understanding of a scientific information. In this study, a new teaching model of applying scientific visualization works to different teaching sessions was used to improve the teaching effectiveness of pharmacology in undergraduate students. The teaching effectiveness was evaluated on students' test scores and questionnaire results.  Methods  A total of 8 classes (250 students) from the Second Department of Clinical Medicine of Bengbu Medical College, Grade 2018, majoring in clinical medicine, were selected to take part in the pharmacology lessons. The classes were then randomly divided into 2 groups using the random number method, with 4 classes or 125 students in each group. The control group was taught in the traditional mode while the experimental group was taught with the aid of scientific visualization works during lesson previews, classroom interactions and lesson reviews.  Results  The test scores were (81.21±15.30) points for the experimental group and (66.00±21.70) points for the control group, with pass rates 91.20% (114/125) and 60.80% (76/125), respectively. Both indicators for students in the experimental group were significantly higher than those in the control group (P < 0.01). Among the 125 valid questionnaires returned, 73.6% (92/125) of the students in the experimental group thought that the classroom atmosphere was lively and interactive, 92.0% (115/125) thought the new mode helpful in sorting out knowledge points, 86.4% (108/125) thought the new mode could improve their interest in learning.  Conclusion  The reasonable use of scientific visualization works can integrate teaching resources, stimulate students' learning enthusiasm, strengthen students' understanding and memory of knowledge points, and improve the teaching effect.

     

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