Objective

2

To improve the teaching effect and promote the cultivation of medical talents by innovation of teaching design and learning methods for the "medical ethics" course.

Methods

2

The "medical ethics" course in fall semester of 2021 was reformed

and 779 undergraduate students participated in the course. The course reform included the following elements: "clinical application" was set as the teaching goal and senior clinicians served as the main faculty; a "student-centered" learning format was developed based on social cognitive theory and the case-based learning (CBL) + clinical-scenario-deduction teaching method; formative assessment was conducted for individuals and groups

and essays

reviews

or reports of thoughts and experiences were used as the primary method of summative assessment. Questionnaires were used to evaluate students' satisfaction with the course reform. SPSS 24.0 software was used for statistical analysis. The results of the satisfaction survey were reported as percentage (number of specific cases/total cases).

Results

2

A total of 770 valid questionnaires were collected. The results showed that 98.83% (761/770) students were satisfied with the course

the average score of teachers was 9.5 (0-10) points

the overall satisfaction of the teaching arrangement was 80.52% (620/770)

and 96.10% (740/770) students reported that the course had a positive impact on their future career planning and facilitated multiple improvements in learning outcomes.

Conclusions

2

Through the application of appropriate education and teaching methods in the reform of "medical ethics" course

the comprehensive quality and humanistic quality of students have been significantly improved

the teaching purpose has been achieved

and high levels of student satisfaction and teaching effect have been obtained.