Preliminary research in the application of integrated learning and teacher-centredness in undergraduate education in China
Bibliographic record
Abstract
BACKGROUND: The General Practice Department of Fudan University recognised that a traditional didactic educational approach will not achieve expected learning outcomes. Therefore, the Department adopts an integrated learning and teacher-centred approach. AIM: To evaluate the effect of introducing integrated learning and a teacher-centred approach to undergraduate medical education in China. METHODS: The concept of integrated learning and the use of a teacher-centred approach was introduced to the General Practice Department of Fudan University's 'Doctor-Patient Communication Skills' undergraduate course. A self-designed questionnaire and a questionnaire used by Fudan University to evaluate the students' satisfaction with their tutors were used to survey 58 medical students. RESULTS: The self-designed questionnaire gave good reliability and validity results. Based on the survey, 88% of the students both enjoyed the course and rated it highly. The students also showed a high degree of satisfaction with their tutors. CONCLUSION: Although the student numbers were low, their comments have indicated that the newly introduced, but optional course has achieved a highly desirable effect amongst the students. We believe that this effect has been created through a change from a didactic approach to teaching to a more student-centred approach and by giving meaning and purpose to the students learning; in effect making teaching and learning an enjoyable and satisfying experience for all.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".