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相关概念视频

Fixation and Sectioning01:03

Fixation and Sectioning

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Two basic types of preparation are used to visualize specimens with a light microscope: wet mounts and fixed specimens.
The simplest type of preparation is the wet mount, in which the specimen is placed in a drop of liquid on the slide. A liquid specimen can be directly deposited on the slide using a dropper. Solid specimens, such as skin scraping, can be placed on the slide before adding a drop of liquid to prepare the wet mount. Sometimes the liquid is simply water, but stains are often added...
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Sputum Studies I: Gram Stain, cytology, and Acid-fast smear and culture01:26

Sputum Studies I: Gram Stain, cytology, and Acid-fast smear and culture

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Sputum studies are a critical part of diagnosing and treating numerous respiratory conditions. These studies involve obtaining sputum samples for analysis to identify pathogenic organisms and assess the presence of abnormal cells indicative of malignant conditions. This lesson will delve into three fundamental sputum studies: Gram Stain, Cytology, and Acid-fast Smear and Culture.
Gram Stain
The Gram Stain is an integral part of sputum studies. It involves the staining of sputum, which permits...
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相关实验视频

Updated: May 26, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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以不同的方式教授病理学:比较三种不同的教学学习方法.

A W Kashif1, Vikas Karamchand Dagar2, Hitesh Kumar Mahato3

  • 1Professor, Department of Pathology, Armed Forces Medical College, Pune, India.

Medical journal, Armed Forces India
|February 24, 2025
PubMed
概括
此摘要是机器生成的。

混合学习 (BL),将音频视频演讲与讨论相结合,与传统讲座 (DL) 或电子学习 (EL) 相比,显著提高了病理学学生的表现. 这种引人入胜的方法提高了对主题的整体理解和兴趣.

关键词:
混合学习是一种混合学习.教学讲座 教学讲座 教学讲座电子学习学习 电子学习学习

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Last Updated: May 26, 2025

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科学领域:

  • 医学教育 医学教育
  • 病理学教学 病理学教学
  • 课程开发 课程开发

背景情况:

  • 病理学需要深入的理解,临床病理相关性和积极的学习.
  • 背诵会阻碍学生的兴趣和长期的记忆.
  • 随着COVID-19的流行,病理学教育面临的挑战变得更加严重.

研究的目的:

  • 为了比较三个教学方法 (TLM) 在病理学中的有效性.
  • 为了确定病理学教育的最佳TLM.

主要方法:

  • 一项涉及124名MBBS二年级学生的比较研究.
  • 组建了三个小组:教学讲座 (DL),电子学习 (EL) 和混合学习 (BL).
  • 混合学习 (BL) 结合了语音注释的演示与互动的大组讨论.

主要成果:

  • 混合学习 (BL) 组在学业表现上显著改善.
  • 在BL组的学生发现方法更有趣和互动.
  • 在教学讲座 (DL) 和电子学习 (EL) 组之间没有发现显著差异.

结论:

  • 混合学习 (BL) 在病理学教育中比传统的教学讲座 (DL) 和电子学习 (EL) 更有效.
  • 混合学习 (BL) 促进全面的理解,并改变学生的学习体验.
  • 交互式和多模式的方法提高学生的参与度和病理学学术成果.