Exploration of the application of augmented reality technology for teaching spinal tumor's anatomy and surgical techniques.

Background: Augmented reality (AR) technology is gradually being applied in surgical teaching as an innovative teaching method. Developing innovative teaching methods to replicate clinical theory and practical teaching scenarios, simulate preoperative planning and training for bone tumor surgery, and offer enhanced training opportunities for young physicians to acquire and apply clinical knowledge is a crucial concern that impacts the advancement of the discipline and the educational standards for young orthopedic physicians. Objective: This study explores the application effect of augmented reality technology in anatomy teaching and surgical clinical teaching for spinal tumor. Methods: The method utilizes virtual reality and augmented reality technology to present a spinal tumor model and the surgical process of percutaneous vertebroplasty. We conducted a random selection of 12 students forming into the augmented reality teaching group and 13 students forming into the traditional teaching group among the 8-year medical students from Peking Union Medical College and Tsinghua University, ensuring that the age and learning stage of the students in both groups were similar. Two groups of students were taught using traditional teaching methods and augmented reality technology-assisted teaching methods, respectively. A questionnaire survey was conducted after class to assess the quality of course instruction, student motivation in learning, their proficiency in anatomical structures, their comprehension of spinal tumor growth and metastasis, and their understanding and proficiency in percutaneous vertebroplasty. Results: This study was the first to apply augmented reality technology in teaching, using spinal tumors and percutaneous vertebroplasty as examples, a head-mounted augmented reality device was used to create learning scenarios, presenting the complex three-dimensional spatial structure intuitively. The two groups of students differ significantly in their rating of teaching quality, enthusiasm for learning, knowledge of anatomical features, understanding of spinal trabecular structure, and understanding of steps in percutaneous vertebroplasty. The augmented reality technology-assisted teaching system demonstrates outstanding advantages. Conclusion: Augmented reality technology has great potential and broad prospects in teaching bone tumors, which can help improve the visualization, interactivity, and three-dimensional spatial sense of medical teaching in spinal tumor. The application and development prospects of using augmented reality technology for anatomy instruction, surgical teaching, and simulation training are extensive.

Interpretation of course conceptual structure and student self-efficacy: an integrated strategy of knowledge graphs with item response modeling.

BACKGROUND: There is a scarcity of studies that quantitatively assess the difficulty and importance of knowledge points (KPs) depending on students' self-efficacy for learning (SEL). This study aims to validate the practical application of psychological measurement tools in physical therapy education by analyzing student SEL and course conceptual structure. METHODS: From the "Therapeutic Exercise" course curriculum, we extracted 100 KPs and administered a difficulty rating questionnaire to 218 students post-final exam. The pipeline of the non-parametric Item Response Theory (IRT) and parametric IRT modeling was employed to estimate student SEL and describe the hierarchy of KPs in terms of item difficulty. Additionally, Gaussian Graphical Models with Non-Convex Penalties were deployed to create a Knowledge Graph (KG) and identify the main components. A visual analytics approach was then proposed to understand the correlation and difficulty level of KPs. RESULTS: We identified 50 KPs to create the Mokken scale, which exhibited high reliability (Cronbach's alpha = 0.9675) with no gender bias at the overall or at each item level (p > 0.05). The three-parameter logistic model (3PLM) demonstrated good fitness with questionnaire data, whose Root Mean Square Error Approximation was < 0.05. Also, item-model fitness unveiled good fitness, as indicated by each item with non-significant p-values for chi-square tests. The Wright map revealed item difficulty relative to SEL levels. SEL estimated by the 3PLM correlated significantly with the high-ability range of average Grade-Point Average (p < 0.05). The KG backbone structure consisted of 58 KPs, with 29 KPs overlapping with the Mokken scale. Visual analysis of the KG backbone structure revealed that the difficulty level of KPs in the IRT could not replace their position parameters in the KG. CONCLUSION: The IRT and KG methods utilized in this study offer distinct perspectives for visualizing hierarchical relationships and correlations among the KPs. Based on real-world teaching empirical data, this study helps to provide a research foundation for updating course contents and customizing learning objectives. TRIAL REGISTRATION: Not applicable.

The optimization of college tennis training and teaching under deep learning.

To enhance the integration of deep learning into tennis education and instigate reforms in sports programs, this paper employs deep learning techniques to analyze tennis tactics. The experiments initially introduce the concepts of sports science and backpropagation neural networks. Subsequently, these theories are applied to formulate a comprehensive system of tennis tactical diagnostic indicators, encompassing construction principles, basic requirements, diagnostic indicator content, and evaluation indicator design. Simultaneously, a Back Propagation Neural Network (BPNN) is utilized to construct a tennis tactical diagnostic model. The paper concludes with a series of experiments conducted to validate the effectiveness of the constructed indicator system and diagnostic model. The results indicate the excellent performance of the neural network model when trained on tennis match data, with a mean squared error of 0.00037146 on the validation set and 0.0104 on the training set. This demonstrates the outstanding predictive capability of the model. Additionally, the system proves capable of providing detailed tactical application analysis when employing the tennis tactical diagnostic indicator system for real-time athlete diagnosis. This functionality offers robust support for effective training and coaching during matches. In summary, this paper aims to evaluate athletes' performance by constructing a diagnostic system, providing a solid reference for optimizing tennis training and education. The insights offered by this paper have the potential to drive reforms in sports programs, particularly in the realm of tennis education.

Community-supported teaching on the topic of transgender identity in undergraduate medical education - a pilot project.

Introduction and objectives: Future physicians are insufficiently prepared for the topic of transgender identity during their studies. Relevant courses during undergraduate medical education are heterogeneous and not widely established within the curricula. At our university, we investigated if students' knowledge of transgender identity could be increased through medical specialist teaching and teaching delivered by representatives of the trans* community (community-supported teaching). Methods: During summer semester 2021 (SS21), the knowledge level on transgender identity of 134 medical students in their fifth clinical semester was evaluated (phase 1). In addition, knowledge gain on gender incongruence through the module "psychiatry" was retrospectively surveyed across two dimensions: 1. diagnostic criteria, 2. treatment/care. During winter semester 2021/22 (WS 21/22), a 90-minute seminar on transgender identity was held either community-supported or by medical specialists (phase 2). Following the psychiatry exam, a re-evaluation was carried out by 115 students (phase 3). Results: The students in SS21 did not feel sufficiently educated in the topic of transgender identity through their studies, but rated the relevance of the topic for their later profession as high. Learning gain improved after the introduction of the seminar in WS21/22 compared to the previous semester (both dimensions p<.001). Community-supported and specialist teaching achieved equivalent results. Conclusion: One 90-minutes seminar led to a significant learning gain regarding the topic of transgender identity. Community-supported teaching is a promising way to impart knowledge in a qualified manner: Medical faculties should use this form of teaching to convey established knowledge to students in future curricula.

Student Learning Behavior Recognition Incorporating Data Augmentation with Learning Feature Representation in Smart Classrooms.

A robust and scientifically grounded teaching evaluation system holds significant importance in modern education, serving as a crucial metric that reflects the quality of classroom instruction. However, current methodologies within smart classroom environments have distinct limitations. These include accommodating a substantial student population, grappling with object detection challenges due to obstructions, and encountering accuracy issues in recognition stemming from varying observation angles. To address these limitations, this paper proposes an innovative data augmentation approach designed to detect distinct student behaviors by leveraging focused behavioral attributes. The primary objective is to alleviate the pedagogical workload. The process begins with assembling a concise dataset tailored for discerning student learning behaviors, followed by the application of data augmentation techniques to significantly expand its size. Additionally, the architectural prowess of the Extended-efficient Layer Aggregation Networks (E-ELAN) is harnessed to effectively extract a diverse array of learning behavior features. Of particular note is the integration of the Channel-wise Attention Module (CBAM) focal mechanism into the feature detection network. This integration plays a pivotal role, enhancing the network's ability to detect key cues relevant to student learning behaviors and thereby heightening feature identification precision. The culmination of this methodological journey involves the classification of the extracted features through a dual-pronged conduit: the Feature Pyramid Network (FPN) and the Path Aggregation Network (PAN). Empirical evidence vividly demonstrates the potency of the proposed methodology, yielding a mean average precision (mAP) of 96.7%. This achievement surpasses comparable methodologies by a substantial margin of at least 11.9%, conclusively highlighting the method's superior recognition capabilities. This research has an important impact on the field of teaching evaluation system, which helps to reduce the burden of educators on the one hand, and makes teaching evaluation more objective and accurate on the other hand.

Interaction and psychological characteristics of art teaching based on Openpose and Long Short-Term Memory network.

As living standards improve, people's demand for appreciation and learning of art is growing gradually. Unlike the traditional learning model, art teaching requires a specific understanding of learners' psychology and controlling what they have learned so that they can create new ideas. This article combines the current deep learning technology with heart rate to complete the action recognition of art dance teaching. The video data processing and recognition are conducted through the Openpose network and graph convolution network. The heart rate data recognition is completed through the Long Short-Term Memory (LSTM) network. The optimal recognition model is established through the data fusion of the two decision levels through the adaptive weight analysis method. The experimental results show that the accuracy of the classification fusion model is better than that of the single-mode recognition method, which is improved from 85.0% to 97.5%. The proposed method can evaluate the heart rate while ensuring high accuracy recognition. The proposed research can help analyze dance teaching and provide a new idea for future combined research on teaching interaction.

The effect of research on the perceived quality of teaching: a cross-sectional study among university students in Lebanon.

INTRODUCTION: The complementarity between research and teaching is still debated, although several higher education institutions require instructors to do research. In the absence of a consensus on this matter and given the lack of related studies in Lebanon, this study aimed to describe students' perception of research integration into teaching, and to link research and professional skills to quality teaching, using validated scales related to these concepts. METHODS: A standardized questionnaire was diffused to university students; it included validated scales: the Student Perception of Research Integration Questionnaire (SPRIQ), the Adapted-Teachers' quality assessment questionnaire (A-TQAQ), the Student Evaluation of Teaching short form (SET37-QS), and Knowledge and Attitudes Towards Health Research Questionnaire. RESULTS: Research integration was well perceived, and teaching was well evaluated by 445 participants from various disciplines, particularly those of a higher socioeconomic level, majoring in health, and females, as indicated by their mean scores. Research-active instructors had a significantly better-perceived teaching quality (17%; p < 0.001) than their non-active counterparts. This finding was particularly true among postgraduate and higher GPA students. The multivariable analysis showed that the knowledge and attitude towards research were related to students' better perception of research integration and higher evaluation of teaching. CONCLUSION: This study showed an overall good perception of research and teaching evaluation among participants from various disciplines, with research-active instructors having a better-perceived teaching quality. These findings could guide decisions on research integration into curricula using multidisciplinary methodologies to strengthen research integration and involve students in research activities.

[Digital teaching 2020: Online teaching receives a better assessment than face-to-face teaching]. / Digitale Lehre 2020: Online-Unterricht erhält bessere Bewertung als Präsenzunterricht.

BACKGROUND: Due to the corona pandemic, face-to-face teaching was no longer permitted in the summer semester 2020 and online alternatives were quickly found. OBJECTIVE: In our article, we illustrate the switch from face-to-face to online teaching in ophthalmology at the University of Lübeck and compare online teaching with face-to-face teaching. METHODS: The central teaching evaluation takes place every semester with a standardized questionnaire. Based on the evaluation of these questions, a direct comparison of the attendance semester of the winter semester 2019/2020 with the online semester of the summer semester 2020 was carried out. RESULTS: The structure (p = 0.003), the organization (p = 0.001), the resources made available (p = 0.034), the attendance of the lectures (p < 0.001) and further dates (p = 0.041), the increase in interest (p = 0.039) and learning (p = 0.001) were rated better in the online semester than in the face-to-face semester. Overall, the digital summer semester 2020 (p < 0.01) received a significantly better overall grade than the face-to-face semester in winter 2019/2020. CONCLUSION: The structure of our courses has also been proven online. The theoretical content could be excellently mediated; however, practical exercises are not possible online. For the learning of practical skills, face-to-face instruction is still necessary.

A pedagogical study on promoting students' deep learning through design-based learning.

This paper illustrates the design-based learning (DBL) approach to promoting the deep learning of students and improving the quality of teaching in engineering design education. We performed three aspects of research with students in a typical educational activity. The first study investigated students' deep learning before and after the DBL approach, both in terms of deep learning status and deep learning ability. The second study examined the effectiveness of the DBL approach by comparative research of a control class (traditional teaching method) and an experimental class (DBL method). The third study examined students' evaluations of the DBL approach. It is approved that the DBL approach has distinctively stimulated the students' motivation to learn, making them more actively engaged in study. The students' higher-order thinking and higher-order capabilities are enhanced, such as critical thinking ability and problem-solving ability. At the same time, they are satisfied with the DBL approach. These findings suggest that the DBL approach is effective in promoting students' deep learning and improving the quality of teaching and learning.

How to make students satisfied with digital teaching? Investigative results from teaching evaluations in Gynecology and Obstetrics.

PURPOSE: The aim of this study was to investigate whether students' attitude towards online learning in Gynecology and Obstetrics changed during the COVID-19 pandemic. We further examined which variables impacted students' satisfaction with digital learning. METHODS: A specifically developed questionnaire was used from June 2020-July 2021 for N = 234 medical students participating in the course "Gynecology and Obstetrics" at University of Heidelberg. Thirty-five items were repeatedly applied in different cohorts to assess structure- and content-related quality of teaching. In addition, their influence on overall satisfaction with digital teaching was analyzed by applying investigative analyses like multiple regression and extreme group comparisons. RESULTS: Especially items associated with content-related quality of teaching (ß = 0.24), organization of teaching (ß = 0.25) and subjective learning success (ß = 0.27) seemed to be relevant predictors for overall satisfaction with courses. Fears and changes due to the pandemic situation also played a role for a subgroup of students. Aspects linked to technical quality of teaching, interactions with teachers and students or advantages of web-based learning appeared to play a subordinate role for overall satisfaction with digital teaching. Comparisons of ratings over time revealed that teaching evaluations almost remained the same. CONCLUSION: Our results give several hints regarding how digital teaching should be designed and how it can be improved. Further studies are needed to validate our results and to develop methods to improve digital teaching in medicine.

Teaching program evaluation: How blending theory and practice enhance student-evaluator competencies in an education policy graduate program.

Researchers examined student learning outcomes in two program evaluation courses, taught by the same instructors: a first-year PhD-level course taught using theory and a second-year master's-level course taught blending theory and application by executing an evaluation. Embedding this work in Ghere, King, Stevahn, and Minnema (2006) Essential Competencies for Program Evaluators Self-Assessment (ECPE), researchers investigated student perceptions of their evaluator competencies, scored end-of-course proposals, and interviewed program leaders to understand differences between the two teaching methods, as well as the extent to which the applied evaluation component of the master's-level course may have impacted differential, practice-based outcomes. Researchers analyzed program leader interviews and student data derived via survey, and a six-person team analyzed students' end-of-course proposals. Findings showed master's-level students independently rated all applied components of their course significantly higher than their and their PhD counterparts' rating of the theoretical components, which partially aligned with results of students' final, end-of-course proposals. Program leaders agreed that the applied course yielded strong evaluative findings, given what they perceived as a successful integration of theory and practice.

[Exploration and practice of process assessment in Human Parasitology teaching for international medical students].

Teaching evaluation is an important measure to test the teaching quality. In order to better achieve the training objectives among international medical students based on the specific conditions of foreign students and the characteristics of Human Parasitology, a process-based assessment and evaluation system has been established for international medical students. The process assessment highlights the characteristics of assessment process, diversified forms and inquires of test questions. Following implementation of process assessment, the proportion of excellence (examination scores of 90 and higher) improved from 3.25% (10/308) to 13.09% (50/382) (t = 5.995, P < 0.001) and the proportion of good marks (examination scores of 80 to 89) increased from 18.83% (58/308) to 36.13% (138/382) (t = 7.505, P < 0.001) during the semester assessment among international medical students at five grades, while the proportion of failure in examination pass (examination scores of below 60) reduced from 12.34% (38/308) to 3.24% (10/382) (t = 7.303, P < 0.000 1), indicating that the process-based assessment and evaluation system improves the examination score of Human Parasitology among international medical students and the teaching quality of Human Parasitology.

[ToSkORL: self- and objective assessment of examination skills in the head and neck region]. / ToSkORL: Selbst- und Fremdeinschätzung bei der Untersuchung des Kopf-Hals-Bereichs.

BACKGROUND: A central goal of medical school is acquisition of theoretical and practical competences. However, evidence on how capacity acquisition can be measured for special examination techniques is scarce. ToSkORL (Teaching of Skills in Otorhinolaryngology) is a project aimed at scientifically and didactically investigating students' self-evaluation skills in otorhinolaryngologic and head and neck examination techniques. METHODS: During the examination techniques course, a standardized oral and practical exam for nine different techniques was conducted. Using Likert scales, self-evaluation was based on questionnaires before the clinical skills exam and objective evaluation was performed by the examiners during the examination using a checklist. Self- and objective evaluation were correlated. Nine different examination skills were assessed 42 times each by a total of 91 students. RESULTS: Self-evaluation of competence in the different examination skills varied widely. Nevertheless, self- and objective evaluation correlated well overall, independent of age and gender. Students highly interested in otorhinolaryngology rated their own skills higher but tended toward overestimation. For examination items with intermediate difficulty, the highest divergences between self- and objective evaluation were found. CONCLUSION: Student self-evaluations are an appropriate instrument for measuring competences in otorhinolaryngologic examinations. Instructors should focus on items with allegedly intermediate difficulty, which are most often over- and underestimated.

Gender-biased evaluation or actual differences? Fairness in the evaluation of faculty teaching.

How do we know if a faculty teaching evaluation is biased? Biasing factors studies are an influential source of evidence for arguing about biased teaching evaluations. These studies examine existing evaluation data and compare the results by gender, race, or ethnicity, interpreting a significant difference between subgroups as evidence of bias. However, only a difference explained by irrelevant aspects embedded in the evaluation would compromise its fairness. The study aims to amend how practitioners and researchers address gender bias concerns in faculty teaching evaluations by defining fairness, disparate impact, and statistical bias from an educational measurement standpoint. The study illustrates the use of differential item functioning (DIF) analysis, a strategy to examine whether the meaning of an item changes depending on the gender of the instructor. The study examines instructor's gender bias using responses to a course evaluation questionnaire from education graduate students from two academic departments within the same institution. In one of the departments, the analysis suggested a fair evaluation and no gender gap. In the other department, four of the eight items in the rating scale were easier for women than men with similar teaching ability, and women achieved better evaluations than men. The discussion addresses the conceptual and methodological advantages of adopting an educational measurement perspective on fairness in faculty teaching evaluation. Findings encourage practitioners and administrators to use the best available tools to strengthen the credibility of faculty teaching evaluations and prevent unfair personnel decisions affecting underrepresented subgroups in academia by gender, race, or ethnicity.

[Online examination course instead of classroom teaching: adaptation of medical student teaching during the COVID-19 pandemic]. / Online-Untersuchungskurs statt Präsenzveranstaltung: Anpassung der studentischen Lehre im Medizinstudium während der COVID-19-Pandemie.

BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic restricted face-to-face interactions of medical students and teachers. OBJECTIVE: To develop and evaluate an online course for ophthalmology examination techniques for medical students and to determine the impact of the course on the practical objective structured clinical examination (OSCE). MATERIAL AND METHODS: The online examination course was developed as a video-based tutorial according to the SMART (specific, measurable, activating, reasonable, time-bound) principle covering all topics of the National Competency-based Catalogue of Learning Objectives for Medical Education and made available to medical students in the ophthalmology course. At the end of the semester the students graded the online examination course on an ordinal scale from 1 (strongly agree) to 6 (strongly disagree) anonymously and were asked for comments. The grades of the OSCE (range 1-5) were compared with the OSCE results of the previous semester. RESULTS: Of the 164 students 67 participated in the online evaluation (41%). The students reported to be well-prepared for the OSCE (mean grade 2.0; SD 1.0). In the future, 70% of the students would prefer combined online and on-site teaching (47 out of 67 students). Among all 164 students, the mean OSCE results were excellent (mean grade 1.1; SD 0.2) and comparable to the previous semester (mean grade among 166 students, 1.1; SD 0.2; two-sided t-test, p = 0.86). CONCLUSION: The online course on ophthalmology examination techniques allowed medical students to prepare for the OSCE. Beyond the COVID-19 pandemic, online teaching options can support on-site teaching.

Applying Fuzzy Fault Tree Method to Evaluate the Reliability of College Classroom Teaching.

The evaluation of classroom teaching quality is closely related to the development of higher education as a scientific and effective evaluation system that can provide a solid foundation for formulating educational policies. Therefore, an evaluation model of classroom teaching quality in colleges and universities is established based on the fuzzy fault tree theory with "classroom teaching failure" as the top event to effectively evaluate the reliability of college classroom teaching and optimize the teaching strategies. In consideration of the lack of availability and dynamics of classroom teaching data, fuzzy numbers are used to describe the probability of underlying events. In addition, the top event probability of the fuzzy fault tree is calculated by the double-layer Monte Carlo method (MCM), which analyzes the classroom teaching effect based on the fuzzy fault tree reasonable. In summary, the quantitative evaluation system of classroom teaching quality based on fuzzy fault trees can evaluate classroom teaching more comprehensively and dynamically and help to improve the teaching quality of higher education.

The development of public health sports in colleges and universities based on the analytic hierarchy process / O desenvolvimento de esportes de saúde pública em faculdades e universidades baseado no processo hierárquico analítico / Investigación sobre el desarrollo de deportes universitarios de salud pública basada en el proceso de jerarquía analítica

ABSTRACT With the increasing public attention to public health sports in colleges and universities, the development of public health sports urgently needs more scientific methods to be optimized. Based on this, this paper proposes to use AHP to optimize the design of public health sports in colleges and universities. Based on the simple analysis of the development of public health sports in colleges and universities and the application of AHP, this paper takes the healthy development of public health sports in colleges and universities as the guiding ideology, applies the analytic hierarchy process to course selection and student evaluation, gives different weights to the influencing factors of course selection and evaluation, and carries out simulation analysis with an example. The test results show that the application of AHP in public health sports can improve the effect of course selection and realize the diversity of teaching evaluation.

RESUMO Com a crescente atenção do público aos esportes de saúde pública em faculdades e universidades, o desenvolvimento de esportes de saúde pública precisa urgentemente de métodos mais científicos para ser otimizado. Com base nisso, este artigo propõe usar o AHP para otimizar a concepção de esportes de saúde pública em faculdades e universidades. Com base na análise simples do desenvolvimento dos desportos de saúde pública em faculdades e universidades e na aplicação do AHP, este documento tem o desenvolvimento saudável dos desportos de saúde pública em colégios e universidades como ideologia orientadora, aplica o processo hierárquico analítico à seleção de cursos e à avaliação dos estudantes, dá pesos diferentes aos fatores que influenciam a seleção e avaliação dos cursos, e realiza a análise de simulação com um exemplo. Os resultados dos testes mostram que a aplicação do AHP nos esportes de saúde pública pode melhorar o efeito da seleção de cursos e realizar a diversidade da avaliação do ensino.

RESUMEN Con la creciente atención a los deportes de salud pública en los colegios y universidades, el desarrollo de los mismos necesita con urgencia la optimización de más métodos científicos. Considerando esto, este trabajo propone utilizar PJA para optimizar el diseño de deportes de salud pública en colegios y universidades. Basado en el análisis simple del desarrollo de deportes de salud pública en colegios y universidades y la aplicación de PJA, este documento toma el desarrollo saludable de deportes de salud pública en colegios y universidades como la ideología rectora, aplica el proceso de jerarquía analítica a la selección de cursos y evaluación de los estudiantes, da diferentes ponderaciones a los factores que influyen en la selección y evaluación de cursos y realiza análisis de simulación con un ejemplo. Los resultados de la prueba muestran que la aplicación de PJA en deportes de salud pública puede mejorar el efecto de la selección de cursos y entender la diversidad de la evaluación de la enseñanza.

Análise da capacidade reflexiva e da presença dos componentes do método clínico centrado na pessoa em portifólios discentes da estratégia educacional "prática médica na comunidade"do curso de medicina da UNIFENAS-BH / Analysis of reflective ability and presence of components of the person-centered clinical method in student portfolios of the "clinical practice in the community" educational approach of the Unifenas-BH Medical School

Introdução: A importância de se desenvolver na formação médica os quatro componentes do Método Clínico Centrado na Pessoa (MCCP) fundamenta-se na necessidade dos profissionais compreenderem a dimensão subjetiva do paciente em relação ao processo de saúde e doença. A estratégia educacional de Prática Médica na Comunidade, presente nos dois primeiros anos do curso de medicina da Unifenas-BH, envolve visitas a diferentes cenários de prática com oficinas de trabalho, oferecendo um espaço curricular importante para desenvolvimento dos componentes do MCCP, considerados essenciais para a formação de profissionais mais qualificados para atender a população de uma forma mais ampla e humana. Objetivos: Avaliar o desenvolvimento dos componentes do MCCP na estratégica educacional Prática Médica na Comunidade ao longo dos dois primeiros anos do curso de Medicina. Metodologia: Trata-se de um estudo transversal, descritivo e analítico, qualitativo-quantitativo, feito através da análise do conteúdo de portfólios da estratégia educacional Prática Médica na Comunidade, dos alunos do 1º, 3º e 4º período do curso de Medicina da Universidade José Do Rosário Vellano ­ Unifenas, campus Belo Horizonte. Utilizou-se análise de conteúdo com a técnica análise categorial temática para elaboração deste projeto. Resultados: Incialmente foi feita a análise de conteúdo dos 1848 portfólios referentes ao registro eletrônico dos 320 acadêmicos do 1º, 3º e 4º período, sendo possível observar a presença dos quatro componentes do MCCP dentro da estratégia PMC do curso de medicina da Unifenas Belo Horizonte em consonância com os objetivos de aprendizagem das oficinas de trabalho que fazem parte da estratégia educacional e uma melhora da capacidade reflexiva do aluno, conforme passa para os períodos seguintes, sobre a estratégia e o seu aprendizado. Considerações finais: O aprendizado ultrapassa o limite das salas de aula através da PMC, desenvolvendo um olhar acadêmico crítico e reflexivo, aproximando o aluno da realidade clínica profissional e de sua própria experiência humanística, empática e de autoconhecimento. O qual contribui para o processo de sedimentação do conhecimento e aquisição de competências necessárias à aplicação dos componentes do MCCP

Introduction: In medical training, the importance of developing the four components of the Person-Centered Clinical Method (MCCP) is based on the professionals´ need to understand the patient´s subjective dimension related to the health and disease process. The Clinical Practice in the Community, an educational approach that takes place in the first two years of medical school at Unifenas-BH, involves visits to different practice scenarios through workshops and offers an important curricular space for the development of MCCP components, considered essential for the training of more qualified professionals that can care for the population more broadly and humanely. Objectives: To evaluate the development of the MCCP components in the Clinical Practice in the Community educational approach over the first two years of medical school. Methodology: This is a cross-sectional, descriptive, qualitative-quantitative study carried out by analyzing the content of portfolios of the Clinical Practice in the Community educational approach, of students in the 1st, 3rd, and 4th terms of Medical School at José Do Rosário Vellano University - Unifenas, at Belo Horizonte campus. Content analysis using the thematic categorical analysis technique was used to design this project. Results: Concerning the content analysis of the 1848 portfolios, of the electronic registration of 320 students, the presence of the four components of the MCCP within the PMC educational approach in the first two years of the medical school at Unifenas - Belo Horizonte was observed. This was in accordance with the learning objectives of the workshops that are part of the educational approach. It was also noticed that as the student moves on to the following periods, his ability to reflect on the strategy and his learning improves. Final considerations: Learning goes beyond the limit of classrooms through the PMC, developing a critical and reflective academic perspective. PMC helps bring students closer to professional clinical reality and their own humanistic, empathic, and self-awareness experience. This contributes to the process of sedimentation of knowledge and acquisition of skills necessary to apply the MCCP components.

An AI-Application-Oriented In-Class Teaching Evaluation Model by Using Statistical Modeling and Ensemble Learning.

In-class teaching evaluation, which is utilized to assess the process and effect of both teachers' teaching and students' learning in a classroom environment, plays an increasingly crucial role in supervising and promoting education quality. With the rapid development of artificial intelligence (AI) technology, the concept of smart education has been constantly improved and gradually penetrated into all aspects of education application. Considering the dominant position of classroom teaching in elementary and undergraduate education, the introduction of AI technology into in-class teaching evaluation has become a research hotspot. In this paper, we propose a statistical modeling and ensemble learning-based comprehensive model, which is oriented towards in-class teaching evaluation by using AI technologies such as computer vision (CV) and intelligent speech recognition (ISR). Firstly, we present an index system including a set of teaching evaluation indicators combining traditional assessment scales with new values derived from CV and ISR-based AI analysis. Next, we design a comprehensive in-class teaching evaluation model by using both the analytic hierarchy process-entropy weight (AHP-EW) and AdaBoost-based ensemble learning (AdaBoost-EL) methods. Experiments not only demonstrate that the two modules in the model are respectively applicable to the calculation of indicators with different characteristics, but also verify the performance of the proposed model for AI-based in-class teaching evaluation. In this comprehensive in-class evaluation model, for students' concentration and participation, ensemble learning module is chosen with less root mean square error (RMSE) of 8.318 and 9.375. In addition, teachers' media usage and teachers' type evaluated by statistical modeling module approach higher accuracy with 0.905 and 0.815. Instead, the ensemble learning approaches the accuracy of 0.73 in evaluating teachers' style, which performs better than the statistical modeling module with the accuracy of 0.69.

Comparison of the Perspectives of Medical Students and Residents on the Surgery Learning Environment.

BACKGROUND: The learning environment plays a critical role in learners' satisfaction and outcomes. However, we often lack insight into learners' perceptions and assessments of these environments. It can be difficult to discern learners' expectations, making their input critical. When medical students and surgery residents are asked to evaluate their teachers, what do they focus on? MATERIALS AND METHODS: Open-ended comments from medical students' evaluations of residents and attending surgeons and from residents' evaluations of attendings during the 2016-2017 academic year were analyzed. Content analysis was used, and codes derived from the data. A matrix of theme by learner role was created to distinguish differences between medical student and resident learners. Subthemes were grouped based on similarity into high-order themes. RESULTS: Two overarching themes were Creating a positive environment for learning by modeling professional behaviors and Intentionally engaging learners in training and educational opportunities. Medical students and residents made similar comments for the subthemes of appropriate demeanor, tone and dialog, respect, effective direct instruction, feedback, debriefing, giving appropriate levels of autonomy, and their expectations as team members on a service. Differences existed in the subthemes of punctuality, using evidence, clinical knowledge, efficiency, direct interactions with patients, learning outcomes, and career decisions. CONCLUSIONS: Faculty development efforts should target professional communication, execution of teaching skills, and relationships among surgeons, other providers, and patients. Attendings should make efforts to discuss their approach to clinical decision making and patient interactions and help residents and medical students voice their opinions and questions through trusting adult learner-teacher relationships.