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Context Effective clinical medical student education includes attention to teaching approaches. This study assessed the impact of a new multi-element teaching mode that utilizes Bite-Sized Teaching, flipped classroom, and MOOC on learner perception in an Obstetrics and gynaecology clerkship. Methods A Two-stage crossover design study was conducted of a multi-element teaching mode compared to traditional teaching mode in an academic year. Participants included Ninety-six medical students practicing obstetrics and gynecology in our hospital, randomly divided into two groups respectively underwent multi-element teaching mode and traditional teaching mode. After each semester, a final test (including theoretical and clinical practical test) was conducted.When an academic year was completed, post intervention survey assessed learner perceptions of the intervention. Result In order to comprehensively test students’ performance after study, we take theoretical and practical examinations. The theoretical examination mainly tests students’ grasp of basic knowledge points, while the practical examination focuses on the examination of students’ diagnosis and treatment of diseases. There were statistically significant differences both in the theoretical and clinical practical scores between the new multi-element integrated teaching mode and the traditional teaching mode, specifically as follows: In the end of first semester, the theoretical scores of the two groups were respective 43.75 ± 3.42 vs. 42.07 ± 2.90, and clinic practical test scores were respective 44.93 ± 2.42 vs. 43.37 ± 2.52; In the end of second semester, the theoretical scores of the two groups were respective 44.30 ± 2.69 vs. 42.25 ± 3.39, and clinic practical test scores were respective 43.79 ± 2.25 vs. 41.93 ± 2.80.(p < 0.05). The results of questionnaires demonstrated that 80.21% of the students showed preference for the new multi-element integrated teaching mode comparing to traditional teaching methods. Conclusion The new multi-element integrated teaching mode is well accepted by the students and can improve the students’ mastery of knowledge, and can improve the students’ clinical comprehensive ability. The new multi-element integrated teaching mode is shown more preference than traditional teaching mode in the teaching of Obstetrics and Gynaecology. Further long term study is needed carried out to consolidate our conclusion. The new multi-element integrated teaching mode may have positive effects on clinical teaching of Obstetrics and Gynaecology.

Objective To explore the differences in the effectiveness of various teaching methods combining online and offline modes in paediatric medical education. Methods Fourth-year medical paediatric students at our university in 2020 were randomly divided into three groups: a control group, experimental group 1, and experimental group 2, with 30 students in each group. The control group received traditional teaching, experimental group 1 received a combination of online and offline teaching using two methods simultaneously, and experimental group 2, in addition to the methods used in experimental group 1, engaged in real-case teaching in the ward. The teaching outcomes were evaluated through theoretical exams, clinical skills assessments, and questionnaires. Results Experimental groups 1 and 2 were superior to the control group concerning theoretical examination and overall scores ( P  < 0.05). Experimental group 2 was superior to experimental group 1 and the control group in clinical skills examination scores ( P  < 0.05). The satisfaction rate for the questionnaire was highest in experimental group 2 ( P  < 0.05). Conclusion The combined use of various teaching methods with online and offline modes is more effective than using traditional teaching methods only in paediatric education. It enhances the overall competence of paediatric students, especially in terms of improving clinical skills, and is well-received by both students and teachers.

Objective To explore the application effect of the clinical basic integration teaching mode constructed by case studies and the MOOC platform in obstetrics and gynecology internship teaching in the face of public health emergencies. Methods One hundred ten clinical medical students of grade 2020 were selected as the experimental group, and 110 clinical medical students of grade 2021 were selected as the control group. The experimental group adopted the online teaching mode combined with case studies and the MOOC platform, while the control group adopted the offline traditional probation teaching method. Comprehensive test and questionnaire were used to evaluate and compare the teaching effect of the two groups of students. Results The experimental group was found to be superior to the control group in the quality assessment of complete medical record writing and the ability assessment of diagnosis and analysis of typical obstetrics and gynecology cases ( P  < 0. 05). However, the score of professional knowledge was lower than that of the control group ( P  < 0. 05). The results of questionnaire survey showed that the satisfaction of the experimental group in stimulating learning interest, enhancing problem solving ability, enhancing communication and clinical thinking ability, enhancing team cooperation awareness and independent innovation ability was higher than that of the control group ( P  < 0.01). The satisfaction of teacher-student interaction was also better ( P  < 0.05). However, in terms of strengthening theoretical understanding, the satisfaction of the experimental group was lower than that of the control group, but with no significant difference ( P  > 0.05). Conclusion During the epidemic period, we designed a new online teaching mode, which can be applied to the probation teaching of obstetrics and gynecology. In our study, compared with traditional offline teaching, the new online teaching mode could improve students’ ability of case writing and case analysis. However, more teaching practice is needed to complete this online teaching mode.

With the popularization, application and development of information tech, the construction of English mixed listening & speaking teaching mode based on the network mobile platform has become a hot research and application. However, most of the current research lacks the design of the representative network mobile new media application process. Based on this, this paper first studies the application of mixed listening & speaking teaching theory based on the network mobile new media, then analyses the construction and design steps of the teaching mode, and finally gives the value and significance of the teaching mode.

Background Breast surgery, emerging as an independent discipline with a wealth of specialist cases and an extensive case resource library in medical history. Contemporary clinical teaching faces challenges with traditional methods unable to address students' theoretical strength and practical limitations. The COVID-19 pandemic further strained learning environments, limiting students' exposure to patient diagnosis and treatment. Conventional clinical teaching, organized by disciplines, often results in technical isolation and a narrow clinical perspective, impeding the development of well-rounded medical professionals. Multidisciplinary Comprehensive Diagnosis and Treatment (MDT) emerges as a patient-centric, collaborative approach involving various medical departments in clinical decision-making. Despite its success in clinical settings, the effectiveness of MDT in undergraduate medical education remains largely unexplored. Methods This study conducted at the Breast Department of the First Affiliated Hospital of Zhengzhou University, aimed to compare the learning outcomes of clinical interns under traditional and MDT teaching modes. In a randomized controlled trial with 140 participants, the MDT group received comprehensive training from diverse healthcare professionals, while the traditional group had standard teaching. Evaluation included pre-test and post-test assessments on knowledge acquisition, skill acquisition, and clinical decision-making. Longitudinal analysis and statistical tests, including t-tests and multiple regression, were employed. Results A total of 140 clinical medicine students participated, randomly assigned to MDT ( n = 70) and Traditional Teaching Mode ( n = 70) groups. Key baseline characteristics, such as age, gender, and completion rates, were comparable between groups. For each group’s pre- and post-test scores, MDT group means consistently surpassed Traditional Teaching Mode, with significant differences ( p  < 0.05).Correlation analysis showed that there were no significant variable correlations between individual performance characteristics and test scores. Post-training, significant score improvements were observed in both groups across all tests ( p  < 2.2e-16). Utilizing the Wilcoxon rank sum test, pre-test differences were not significant. However, post-test scores favored the MDT group significantly ( p = 0.0016, 2.8e-09, 3.6e-07). For students pursuing a master's, no statistically significant differences in specialty choice were observed between groups, though a trend towards more MDT students choosing surgical specialties was noted. Conclusion This study pioneers the application of the MDT teaching method in breast cancer clinical education, comparing its efficacy against traditional teaching modes. Findings demonstrate that MDT-based breast cancer diagnosis and treatment education is more efficient and optimized, offering a transformative basis for clinical undergraduate education reform in China. The results advocate for the reconfiguration of multidisciplinary consultation clinical teaching and traditional methods, promising enhanced educational outcomes and heightened medical student knowledge.

Although smart phones have greatly changed people's way of learning, it will also affect classroom teaching if it is not used normally. At present, this paper proposes an innovative teaching mode, which can connect classroom learning and extracurricular learning through mobile communication platform. The O2O teaching mode not only solves the problem of improper use of mobile phones, but also expands the breadth and depth of students' autonomous learning. First of all, this paper analyzes the teaching organization of O2O teaching mode in the aviation transportation geography course. Then, this paper puts forward some problems in O2O teaching. Finally, some suggestions are put forward.

With the addition of Internet technology, a new teaching method has been provided for education. For the teaching of English translation courses in colleges and universities, the rapid development of the current network environment has provided great advantages. College English translation teaching has an important influence on college students’ English literacy and English application ability, but the traditional teaching mode still occupies a dominant position in the process of college English translation teaching. Under the network environment, the use of various information-based teaching methods has greatly enriched the teaching contents of English translation and optimized the teaching forms. Curriculum reform can avoid the disadvantages of traditional teaching mode in the process of students’ learning, break the shackles and shackles brought by traditional teaching mode and teaching content, and expand students’ learning vision and practice space. Based on the network environment, this paper analyzes the teaching mode of College English translation, focusing on optimizing the teaching system of College English translation course, so as to improve students’ English translation ability and level.

In response to the needs of the teaching of art majors in colleges and universities today, this paper constructs a “based on campus network art major’s hybrid auxiliary teaching innovation platform system”. The system uses a perfect campus network to establish a secure network-assisted teaching platform system that integrates B/S structure and advanced ASP. NET technology with multi-level users. The platform provides a complete network-assisted teaching environment and realizes the integration and sharing of teaching resources in the largest range. Practical application shows that the highly operable courses of art majors in colleges and universities can stimulate students’ initiative and improve students’ learning ability under the application of this mode.

Under the current educational environment of constant reform, the PE (hereinafter referred to as PE) teaching mode (hereinafter referred to as TM) of colleges is also facing the need of reform. The rapid development of IT and computer technology provides a more powerful guarantee for the TM of PE. However, there are still many deficiencies in the current sports information-based TM in colleges. Therefore, relevant managers should take some actions to strengthen the PE teachers’ awareness of using IT to carry out sports teaching, which can better promote the innovation of sports teaching as well as the transformation and upgrading of sports TMl in colleges. Based on the current situation of information application, this paper discusses the path of innovation in order to provide innovative ideas for the following PE.

With the continuous maturity and iteration of multimedia tech, computer multimedia tech has been widely used in college physical education. However, there are still many problems and deficiencies in the current utilization mode, such as teachers’ information literacy demand to be improved, resulting in their lack of multimedia utilization ability and utilization thinking. Based on this, this paper first analyzes the current situation of the expansion of college physical education teaching mode, then studies the advantages of computer multimedia tech in college physical education teaching, and finally gives the innovative design of computer multimedia university physical education teaching mode.