Pharmacology model essay 1: the application of multimedia technology in pharmacology teaching
With the rapid development of information technology, China has entered the information age, and information technology has been widely used in all walks of life. Education in China is also advancing with the times, and multimedia technology based on computer technology and network technology has become an important auxiliary tool for teaching. Multimedia teaching has also become a very dynamic teaching method in the current education system. Through the powerful processing function of sound, image, text and other information, some abstract knowledge in pharmacology teaching becomes vivid and vivid, which is helpful to enhance students' interest in learning and improve the teaching effect of pharmacology. Below, the author analyzes the problems existing in the application of multimedia technology in pharmacology teaching and discusses the specific application strategies.
Pharmacology; Teaching; Multimedia technology; Application strategy
1. Problems in the application of multimedia technology in analytical pharmacology teaching
1. 1 ignores the teaching content and pays too much attention to the multimedia teaching form. Some teachers pay too much attention to the application of multimedia teaching forms in pharmacology classroom teaching, but ignore the content of pharmacology teaching, which leads to the situation of putting the cart before the horse in pharmacology classroom teaching, and the quality of multimedia courseware is not high, which has become the main problem affecting teaching effect. This situation is not uncommon. When making multimedia courseware, in order to cater to students' interests, teachers often don't put the scientific content of the course in the first place, only pursue ostensibly fancy, novel, vivid and dynamic teaching forms and artistic effects, while ignoring the teaching content and teaching design, which makes students pay too much attention to the display of multimedia technology and have no direct interest in the teaching information itself. In such an environment, the effectiveness of pharmacology teaching is obviously not high.
1.2 relies heavily on multimedia, and the guiding role of teachers has not been fully exerted. No matter what kind of teaching means or methods are used in the classroom, it depends on the effective guidance of teachers, and this important position of teachers is irreplaceable. In practice teaching, teachers must explain pharmacological knowledge to students through rich expressions, humorous language, beautiful blackboard writing and vivid movements according to the teaching content and students' psychological state in class, so as to stimulate students' interest and enthusiasm in learning. However, some teachers rely too much on multimedia technology, which leads to the restriction of their teaching ideas by the existing pharmacological teaching courseware, which makes classroom teaching lose flexibility, and leads to teachers often becoming the commentator or projectionist of courseware when using multimedia technology in class, lacking the ability to plan the classroom, and paying little attention to students' learning status and performance in class. It also lacks the ability to adjust the teaching rhythm according to students' actual performance, which makes teaching and preschool derailed, weakens teachers' leading role in classroom teaching, affects the effective communication between teachers and students, and teachers' personality charm can not affect students' enthusiasm for learning, so the teaching effectiveness is generally low.
1.3 Fast-paced teaching makes students lack the development process of thinking activities in class. Due to the application of multimedia technology, the amount of information in pharmacology teaching has obviously increased, which is often 2-3 times higher than that in traditional pharmacology teaching mode. In order to complete the teaching task, many teachers lack the control of teaching rhythm when using multimedia, which makes the classroom teaching content too much and informative, the speed of playing courseware is obviously accelerated, and the time for students to think in class is reduced. In this case, students seem to be browsing. In this fast-paced pharmacology class, because of the large amount of pharmacological information, students often have no time to think and take notes, and it is more difficult to digest and understand the class content. Students' brains are in a state of extreme fatigue, so it is difficult to concentrate on their studies, and the ideal teaching effect cannot be achieved at all.
2. Explore the application strategy of multimedia technology in pharmacology teaching.
2. 1 according to the teaching content, elaborate multimedia courseware. In pharmacology teaching, teachers should carefully make multimedia courseware according to the teaching content of pharmacology. When making courseware, teachers should first avoid making courseware into e-books that are exactly the same as the teaching materials, and avoid using the screen as an electronic blackboard. Secondly, they should avoid blindly pursuing audio-visual effects and incorporating some music, animation, images and other contents that are not directly related to the teaching content of pharmacology into the courseware. Therefore, when making courseware, teachers must combine the subject characteristics and contents of pharmacology, do a good job in teaching design, effectively summarize and summarize the teaching materials on the premise of in-depth study, and don't list them too simply, so as to keep the courseware picture fresh and concise, highlight the key points, and make a reasonable layout to ensure smooth playback. In addition, the courseware of pharmacology teaching should be adjusted and supplemented according to the specific teaching requirements and the actual situation in the classroom, so as to give full play to the auxiliary role of multimedia as a teaching tool and improve the teaching effect of pharmacology.
2.2 Combination of traditional teaching methods, rational use of multimedia teaching. When pharmacology teachers use multimedia technology in teaching, they must combine the advantages of traditional pharmacology teaching methods and use multimedia teaching technology scientifically and reasonably. In actual teaching, multimedia teaching should avoid one-size-fits-all teaching methods, and reasonably arrange the time ratio between multimedia teaching and traditional teaching according to the content of pharmacology teaching. In the process of multimedia teaching, we must give full play to the vivid characteristics of multimedia teaching methods, and then reasonably insert blackboard writing teaching into traditional teaching. Through teachers' own language art, we can effectively attract students' attention to the teaching content, strengthen the interaction between teachers and students, and enhance the effect of discussion and exchange. The effective combination of multimedia teaching and traditional teaching methods can complement each other and improve the effectiveness of pharmacology teaching.
2.3 Control the amount of information in multimedia teaching and adjust the teaching rhythm of pharmacology. Multimedia teaching has the characteristics of quickness and integration, which increases the information of pharmacology classroom teaching. In this case, if teachers don't analyze students' acceptance and understanding ability scientifically, some students may not be able to accept a lot of information, and the teaching effect will be affected, resulting in a low teaching rate. The content of pharmacology course has the characteristics of complexity and diversity. Therefore, in teaching, teachers must reasonably arrange the amount of information in classroom teaching to prevent students from finding the key and difficult points of learning because of too much information. In addition, the teacher's control of the teaching rhythm is also a display of the teaching art of pharmacology teachers.
3. Conclusion
To sum up, in pharmacology teaching, multimedia courseware should be carefully made and multimedia teaching should be used reasonably according to the teaching content and traditional teaching methods. At the same time, teachers must control the amount of information in multimedia teaching, adjust the teaching rhythm of pharmacology class, make multimedia educational technology a useful supplement to traditional teaching, and improve the teaching effect of pharmacology.
References:
[1] Zheng Zinan, Chang Gang, Liu Zhiyuan. On the teaching reform of pharmacology [J]. China Pharmacy, 20 1 1(28).
[2] You Qiu Yun, Liu Yun. Characteristics and application of multimedia teaching of pharmacology [J]. chinese medicine modern distance education of china, 20 12( 14).
The second model of pharmacological papers: analysis of clinical medical pharmacology papers and teaching thinking
Objective: To evaluate the quality of final examination papers of clinical pharmacology in general practice, feedback the teaching effect and explore teaching methods. Methods: The final examination results of clinical pharmacology of 255 five-year students of grade 20 10 in our hospital were statistically analyzed by using the test paper analysis software. Results: The highest score was 92.0, the lowest score was 44.0, the average score was 75.4, the passing rate was 97.3%, the difficulty coefficient was 0.75, the discrimination was 0. 19, and the reliability coefficient was 0.79. Conclusion: The test scores are reliable, the overall difficulty of the test paper is relatively simple, and the discrimination is poor. The quality of examination papers needs to be further improved, and the teaching methods need to be further improved.
Key words: clinical pharmacology; Test paper analysis; Test paper quality; Teaching thinking
Clinical pharmacology is an introductory course for clinical medical students, which aims to promote the combination of medicine with basic and clinical medicine, guide clinical rational drug use, improve treatment level and promote the development of medicine and pharmacology. Examination is an important means to evaluate teaching effect and discover teaching problems. Examination paper analysis is an important part of statistical analysis of curriculum evaluation, which provides important feedback information for improving teaching work and teaching quality. This paper makes a statistical analysis of the final examination results of clinical pharmacology of general practice in grade 20 10, so as to evaluate the quality of examination papers, find out the problems existing in the teaching process, improve the teaching methods and improve the teaching quality.
I. Materials and methods
(1) Information source
Five-year undergraduate clinical medicine in our hospital (general direction) 20 10 20 13? 20 14 there were 255 students who took part in clinical pharmacology in the last school year, with Clinical Pharmacology (5th edition) edited by Li Jun and published by People's Health Publishing House as the teaching material, with the class hours of *** 18.
(2) Proposition and examination
In strict accordance with the proposition of the outline, the instructor has two sets of papers, namely, Volume A and Volume B. Before the exam, the teaching department randomly selected one set as the final test paper. The exam form is a closed-book written test, and the exam time is 90 minutes, with a full score of 100. The test questions are divided into subjective questions and objective questions, with 52 questions. Specific questions and their corresponding questions and scores are: 20 multiple-choice questions (***40 points), 5 multiple-choice questions (* * 10 points), true or false10 questions (* * 15 points).
(3) Marking method
Using a unified grading standard, in order to avoid the influence of subjective factors on grades, the assembly line method is adopted, and each marking teacher judges a question type and two people check the scores. After marking, the distribution of scores, difficulty coefficient, discrimination, reliability coefficient and so on are analyzed by test paper analysis software. When used, the original data of the test paper analysis includes class name, course name, test number, standard score and so on. , first enter, then import the student number, and then enter the actual score of each test paper in turn for analysis.
Second, the result
(A) the score distribution
Effective test paper * * *, the highest score is 92.0, the lowest score is 44.0, the whole course is 48.0, and the average score is 75.4. Two people scored between 40.0 and 49.0, accounting for 0.78%. 5 people scored 50.0~59.0, accounting for1.96%; 48 people scored 60.0~69.0, accounting for18.82%; There are 1 17 people with a score of 70.0~79.0, accounting for 45.88%; 82 people scored 80.0~89.0, accounting for 32.16%; 90.0~99.0/person, accounting for 0.39%; Excellent (? 85.0 points) 16 people, with an excellent rate of 6.3% and passing (? 60.0) 248 students, the passing rate was 97.3%, and 247 students (96.9%) scored between 60.0 and 89.0, and their scores were generally normal.
(2) difficulty
Difficulty refers to the examinee's knowledge of a test center, which reflects the difficulty of the exam. It is expressed by the difficulty coefficient p, where P= the average score of the score, and P & gt0.7 means that the test questions are easy, 0.7? p？ 0.3 indicates that the test questions are moderately difficult, P
(3) Degree of discrimination
Discrimination refers to distinguishing students with different levels and abilities through examinations, and is an important indicator to measure candidates' ability to identify level differences in test questions. 0.30 means good discrimination, 0.3 >; d？ 0.2 means moderate discrimination, d; d？ 0.2)*** 13, 29 points, including 3 noun explanations, 2 multiple-choice questions, 2 true-false questions, 3 fill-in-the-blank questions, short answer questions 1 channel, and analysis questions 1 channel; The problem of poor discrimination (D
(4) Reliability
The reliability of test reflects the objectivity of test and the accuracy of test results. The high reliability of the test paper shows that the test results are rarely influenced by random factors, and the test scores can truly and reliably reflect the academic level of the subjects. Cronbach 'sa SA sa reliability coefficient is adopted in this test, which reflects the reliability of the test and should usually be greater than 0.6. According to the analysis of the test paper analysis system, the reliability coefficient of this test is 0.79.
(5) Analysis of various problems
The average score of each question type is: noun explanation 6.8 points, single choice 34.4 points, multiple choice 6.6 points, true or false 1 1.7 points, fill-in-the-blank questions 5.2 points, short answer questions 6.6 points and analysis questions 3.7 points. The difficulty coefficients of each question type are: noun explanation 0.68, single choice 0.86, multiple choice 0.66, true or false question 0.78, fill-in-the-blank question 0.52, short answer question 0.66 and analysis question 0.73. The discrimination of each question type is: noun explanation 0.23, single choice 0. 13, multiple choice 0.25, true or false question 0. 1 1, fill-in-the-blank question 0.27, short answer 0.3 1, and analysis 0.24.
Three. discuss
(A) the distribution of test questions and scores
The ratio of objective questions to subjective questions in this set of papers is about 1.9: 1, and the ratio of questions is about 2. 1: 1. Objective questions mainly examine students' mastery of basic knowledge, while subjective questions mainly examine students' ability to use knowledge flexibly and comprehensively. Judging from the difficulty coefficient and discrimination, the result is that students have a good grasp of the basic knowledge of each chapter, but it is difficult to comprehensively analyze and use it flexibly. In the future teaching content, more examples should be added to cultivate students' ability of comprehensive analysis and application of knowledge, and the number and score of subjective questions should be appropriately increased in the future exams.
(B) the quality of test papers
This set of questions conforms to the syllabus, and the examination contents of the questions basically cover the important and difficult points of each teaching, which conforms to the examination requirements of the syllabus. This set of test papers has seven types of questions, which examine many knowledge points in various ways. The reliability coefficient of the test paper is 0.79, which shows that the test results are true and reliable and can truly reflect the students' learning level. The difficulty coefficient of the whole paper is 0.75, which shows that the overall difficulty of the test questions is relatively easy. The difficulty coefficients of single-choice questions, true-false questions and analysis questions are 0.86, 0.78 and 0.73, respectively, and there are many easy questions, while the difficulty of noun explanation, single-choice questions, fill-in-the-blank questions and short-answer questions is moderate. The discrimination degree of the whole volume is 0. 19, which shows that the discrimination degree is poor and the learning effect of top students and students with learning difficulties cannot be well distinguished. The discrimination degrees of multiple-choice questions and true-false questions are 0. 1 1 respectively, and the questions with poor discrimination degrees account for a large proportion, and the short-answer questions have good discrimination degrees.
(C) Teaching thinking
Pharmacology is an important course in basic education of clinical medicine. Through the analysis of the examination papers, it is found that students have basically mastered the requirements of the syllabus, mastered the key concepts and basic theoretical knowledge of clinical rational drug use, but there are some problems such as ignoring the details of key knowledge and the disconnection between what they have learned and clinical application, so some questions are generally poorly answered, case analysis is not deep enough, learning methods are simple, thinking is narrow, and practical application ability of what they have learned is lacking. This course is only an elective course, with fewer class hours. Teachers can grasp the key points and give consideration to most students in the teaching process. However, the overall difficulty of this exam is relatively simple, and there are relatively many easy questions, especially multiple-choice questions and true-false questions, with poor discrimination. Therefore, in the future, the number and scores of multiple-choice questions and true-false questions should be appropriately reduced, while the number and scores of subjective questions such as short-answer questions and analysis questions should be increased to effectively examine students' ability to analyze practical problems and apply basic knowledge. At the same time, it is suggested to increase the class hours so that teachers can explain in depth with clinical cases in class, which is conducive to students' mastery of important and difficult knowledge and the cultivation of clinical medication thinking. In addition, it is suggested that the high-quality questions in each exam should be kept and classified into question banks, which is conducive to the standardization of test papers. Examination is an important means to test teaching effect and discover teaching problems. Through examination and examination paper analysis, teachers should constantly sum up and improve, find out the weak links in teaching, improve teaching methods in a targeted manner, grasp the important and difficult points in teaching, actively study examination theory and proposition skills, pay attention to mobilizing students' learning enthusiasm, guide students to actively study and think, and let students know the purpose of examination and learn to analyze and solve problems. Only by doing every link well in teaching can the teaching quality be truly guaranteed.
References:
[1] Li Jun. Clinical Pharmacology [M]. Fifth Edition. Beijing: People's Health Publishing House, 20 13.
[2] Zhao Yiheng, Bo. Analysis of final examination papers of nursing management and teaching thinking [J]. Nursing Research, 20 13, 1 1 (27).
[3] Rao Min, Lu Xiaoshu, Chen Bo, et al. Quality analysis of preventive medicine papers [J]. Journal of Jiujiang University (Natural Science Edition), 2006,8 (4).
[4], Zeng, Wang Lesan, et al. Examination paper analysis and teaching reform of medical statistics [J]. Journal of Hunan Medical University (Social Science Edition), 2009, 1 1 (2).
Wu, He Lihua, Lin Liqun, et al. Test paper quality analysis method and its application [J]. China Forestry Education, 2008,26 (3).
[6], Liang,, et al. Evaluation and analysis of pharmacological test papers for five-year undergraduate clinical medicine majors [J]. Journal of Yangtze University (self-taught edition), 20 13, 10 (18).
Jing Jianmin. Application of Test Paper Analysis in Medical Statistics Teaching [J]. Journal of Shanxi Medical University: Basic Medical Education Edition, 20 10, 12 (7).
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