The applied study of the combining multimedia teaching with traditional teaching in the operative

procedure teaching

Tongkun Shi, Fenghua Wang, Xiaohe Cai, Xiaying Du Department of Preventive Medicine Jiaxing University Medical College

Jiaxing, P.R.China

Xiaomei Cui, Shuiqin Gu Department of Obstetrics and Gynecology

Jiaxing Maternity and Child Health Care Hospital Jiaxing, P.R.China

Abstract—In this study, in order to improve the teaching effects in clinical medicine courses, multimedia teaching and traditional teaching were combined in operation programme in nursing major. One hundred and two undergraduates majoring in nursing were distributed randomly into two groups, i.e., the case group and the control group. The case group was administrated in traditional teaching method, while combined teaching method was applied to the case group. The results indicated that the combined teaching method being a useful and effective teaching method, was worthy of spreading.

Keywords-multimedia teaching; traditional teaching; operative procedure; clinical teaching

I. INTRODUCTION Multimedia technology was popular in modern teaching

with the innovation of education. It supplied multi-ways of teaching, improved teaching quality, and promoted teaching reformation. However, for the character of each teaching method, the teaching effect of single teaching model was limited. It is necessary to apply proper teaching model and method according to defined teaching content and objects. At same time, it is essential to integrate multiple teaching methods. In modern teaching, traditional teaching model was under threaten by limited ways, computer application popularization, internet sources expending, etc. Therefore, modern teaching was innovated by attempting to use modern technology. Multimedia teaching being a modern teaching technology, supplied plenty of knowledge and learning entertainment. The purpose of this study was to explore the combination of multimedia teaching with traditional teaching in medical teaching, especially in clinical lessons. Operation class was selected in the study to apply the new combined teaching method.

II. OBJECTS AND METHODS

A. Objects Random cluster sample design was applied in the study.

Four nursing classes were sampled randomly in Jiaxing University Medical College. Two classes were distributed to case group (aged 21.2±3.3), while the other two was distributed

to control group (aged 21.2±3.3). Operative Procedure class was selected to be experimented. The control group was teaching by traditional teaching. The combination of multimedia teaching with traditional teaching was applied to case group.

B. Methods 1) The multimedia teaching methods

Video materials created according to the requirements of teaching plan, such as curriculum design, credits hours; students’ interests, key points and difficulties, etc. The advanced development of operative procedure was also considered into the design of the teaching methods. It included elementary knowledge (the layout of operating room, ordered dressing, rules and regulations, articles placing, etc), Aseptic operation demonstration (sterile articles taking and return, sterile operative clothing putting on and taking off, the rule of nursing service before and after operation, regular work of nursing work, apparatus preparation, etc), teaching cases (classic surgical cases, occupational safety, emergency measures, etc.).

2) The traditional teaching method

At the beginning of the class, the general teachers in charge of teaching show the students’ regular knowledge, such as regulations, article placing, environment, etc. Then 4 to 5 students were distributed to one teacher, who had college degree or above and intermediate at least, to learn daily work of operation.

3) The combination of multimedia teaching with traditional teaching method

The formal operation was showed by Video and CD courseware repeatedly before the actual operation. Students could learn all the procedure of the operation by the multimedia teaching, which affiliated with verbal explanation. The difficulty of the class would be shown by the teacher after Video demonstration. The complicated and difficult action would be demonstrated segmented operation by the teacher. All students would be divided into groups 3 to 4 days later. Each group simulated lively in the simulation laboratory. At last, the appointed teachers taught operation lessons in the clinical settings according to multimedia teaching.

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4) Performance appraisal both objective and subjective evaluation was used in the present study

All teaching projects were included in this examination content [1]. Operation assessment was performed in operating rooms by two teachers. The scores included basic nursing operation technology and operating room operation technology. The teachers rated objectively according to all operation assessment norms. The maxim score was 100 points, while 85 was taken as qualified. There were uniform procedures and assessments rules in detail for each operation item.

C. Statistical methods The data were expressed as mean±SD and was analyzed by

SPSS13.0, including general descriptive analysis, chi-square

test and t test. The probability value of 0.05 was accepted as significant for differences between groups of data.

III. RESULTS

A. The average score comparison between case group with control group

Both the basic nursing care scores and the operating room operation scores had significant differences, as shown in Tab.1.

B. The pass rates comparison of opreation assessmet between case group and control group

There were significant difference between the two groups as the basic nursing care and operating room operation pass rates, as shown in Tab.2.

The average score comparison between case group with control group (mean±SD)group Case group Control group t P

The basic nursing care operation scores 89.17±3.42 83.45±6.74 5.21 0.001 The operating room operation scores 92.08±3.80 86.69±7.23 4.64 0.001

The pass rates comparison of operation assessment between case group and control group

Case group Control group 2 P

n Percentage(%) n Percentage(%)

The basic nursing care operation 51 98.1 41 82.0 7.45 0.001 The operating room 52 100.0 36 72.0 16.87 0.001

IV. CONCLUSION AND ANALYSIS In recent years, in order to improve the teaching methods,

ensure the quality of teaching, many universities increased the multimedia technology application in teaching process, including investing massive cost to build campus network, improving campus multimedia teaching equipment and developing high-quality multimedia courseware. These measures promoted the rapid development and application of the multimedia teaching. It also played an important role in developing the teaching quality in universities.

With the rapid development of multimedia technology and application condition of domestic universities, various multimedia teaching methods were used in classroom. It supplied diverse learning methods and environment, such as graphics, video, audio, animation, and all kinds of media. It made combination static information with dynamic information is available. Therefore, multimedia teaching was popular in students and improved the students' learning interest and efficiency [2].

This study indicated the combination of multimedia teaching with traditional teaching could improve the student’s ability and specialized, which conformed to the conclusion by Smith [2], [3]. Therefore, it is important to apply combined teaching methods in later stage of medical teaching. The combination of multimedia teaching and traditional teaching was proper for clinical teaching, especially in operative procedure teaching. The new combined teaching method also improved teaching quality by activate the activity and costiveness of both teacher and student.

The multimedia teaching is suitable for operative procedure teaching. Operating room work is characterized by big workload, hyper tension, complicated types, methods varied

from person to person, and randomness. On the other hand, the operating room is limited for many people besides small visual field. All these characters made it difficult to practice nursing teaching according to teaching plan. Most clinical teachers give class by working experience, and make the teaching arbitrary and aimless [4]. On the other hand, there were no uniform standard of teaching content to guarantee the teaching quality. The application of multimedia technology by using the unified teaching courseware for teaching is good for teaching quality control and evaluation. It took the same standard as well.

The multimedia teaching is beneficial to individualization teaching. The traditional teaching is more boring and passive compared with multimedia teaching when giving demonstration. The multimedia teaching is vivid and easy to be understood. It integrated various sources including sound, light, color and animation together. It shortened the clinical guidance teaching time, reduced repeated work in operating teaching, and improved the teaching efficiency. Students also could study after class, and arrange personal learning time by his timetable. The multimedia teaching technology not only provided teachers with the teaching means, but also provided students with a new way to learn. Consequently, the students learn more actively. It made learning to be individual and pertinent. This new teaching method fully meets the needs of the individual learning.

The new teaching methods promoted the teacher’s teaching level. Clinical teaching with multimedia technology needs high quality of multimedia material. It is difficult to prepare lessons for plenty of information involved. Hence, the teacher should collect and learn much more information before teaching. In the process of teaching the teacher also need to expand the width and depth of the relevant knowledge, to be able to do the teaching work. In the general, when the teachers improved teaching level they must improve their own ability and knowledge.

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In traditional teaching, it took much time to write, figure, and demonstrate. While in multimedia teaching, the teachers can prepare the script picture and video resources in advance. It made the demonstration of the teaching content to be easy and convenient. It can mobilize the students' listening, watching, and acting ability. Therefore, it made learning to be easier [5]. At the same time, it also can display some information lively and actively which is difficult to express by the traditional teaching. Multimedia teaching method and traditional teaching method made a good mutual complementation of each other.

In conclusion, the present study indicated that multimedia teaching should be applied on the basis of teaching target and teaching objects, guided by scientific teaching theory, and designed by teaching plan, combined with traditional teaching. By this way, it can realize the optimization of teaching effect in scientific teaching process.

ACKNOWLEDGMENT This study was supported by grants from the Academy

Science and Technology Innovation Project of Zhejiang Provine (2010R417018). Dr. Xiaomei Cui and Dr. Shuiqin Gu

contributed equally to the conduct of this research and are to be considered co-corresponding authors.

REFERENCE [1] Cai Meng, Yao Li, Sun Hong, et al, “Discussion of training methods in

new graduates majoring in nursing (Chinese),” Chinese Journal of Nursing, 2003, vol.38, pp.290-292.

[2] Smith AR Jr, Cavanaugh C, Moore WA, “Instructional multimedia: an investigation of student and instructor attitudes and student study behavior,” BMC Med Educ, 2011, vol.11, pp. 1-38.

[3] Smith A, Jones J, Cavanaugh C, et al, “Effect of interactive multimedia on basic clinical psychomotor skill performance by physical therapy student,” Journal of Physical Therapy Education, 2006, vol.20, pp.61-67.

[4] Choudhyry UK. “The core capability in new nursing teachers occupation development,” Foreign Medical Science. Section of Medical Education, 1994, vol.15, pp. 27.

[5] Frisby A, Lane J, Carr A, et al, “Development and evaluation of an interactive multimedia clinical skills teaching program designed for the pediatric clerkship,” Teach Learn Med, 2006, vol.18, pp.18-21.

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