Objective

2

To compare the effects of "Rain Classroom" teaching model and traditional teaching model in the Pharmacology teaching for MBBS international students.

Methods

2

A total of 55 MBBS international students of the Batch 2016 were selected

and randomly divided into the "Rain Classroom" teaching group (

n

= 27

experimental group) and the traditional teaching group (

n

= 28

control group) according to their academic performance

age

gender

learning attitude

learning ability

and their original country. The experimental group took "Rain Classroom" assisted teaching

and control group took traditional teaching.The teachers for two groups were the same. They have been engaged in the "Pharmacology" course for international students for many years. The chapter "Antihypertensives" in textbook "

Lippincott's Illustrated Reviews

Pharmacology

(edited by Karen Whalen)" was selected as teaching content. The teaching effects were evaluated by the knowledge assessment (70 points) and process evaluation (30 points). A questionnaire survey was conducted at the end of the course. The results were statistically analyzed by

t

-test and Chi-square test using SPSS 11.5 software.

Results

2

Compared with the traditional teaching group

the students of "Rain Classroom" group obtained a significantly higher score in exam. The average exam score of the "Rain Classroom" group was (58.6±6.8) points

while the average exam score of the traditional teaching group was (52.3±9.4) points

indicating a better mastery of knowledge for "Rain Classroom" group (

P

<

0.05). The process evaluation showed that the students in the "Rain Classroom" group were more active in participation and the interaction

which was significantly higher than that in the traditional teaching group (7.4

vs.

2.8 times per students). No obvious difference was observed in students' attendance and homework scores for these two groups. According to the questionnaire survey

the "Rain Classroom" group enhanced students' interest in learning

improved the concentration in classes

and thus promoted the mastery of knowledge.

Conclusion

2

The present study has confirmed the "Rain Classroom" teaching method is conducive to mobilizing students' enthusiasm for learning and improving teaching effect.