ABSTRACT
Teaching biomedical technology is critical for the success of research of both domestic and international postgraduate students (DPSs and IPSs). However, difference in the learning characteristics between the two cohorts as well as appropriate teaching modality remains largely unexplored. In the present work, we studied these issues by recruiting 33 IPSs and 32 DPSs who selected the course of ‘Patch-Clamp Technique and Its Application in Life Science Research’ at Harbin Medical University in China in 2019. Questionnaires were performed to investigate their learning obstacles and style preferences. Correspondingly, we designed a new teaching modality, i.e. lecture enriched with practicum, research proposal and post-course advice (LEPPA in brief) and tested its effect. This modality was positively evaluated by all the IPSs and 90% of the DPSs. The LEPPA can efficiently resolve the concerns of both IPSs and DPSs while promoting their transition from undergraduates to research students.
Disclosure statement
No potential conflict of interest was reported by the authors.
Data availability statement
Data supporting the results or analyses presented in the paper are available upon reasonable request.
Supplementary material
Supplemental data for this article can be accessed here.
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Notes on contributors
Xiao-Yu Liu
Xiao-Yu Liu, Harbin Medical University, Doctor of Physiology, senior lecturer, good at online teaching and composing micro-lecture video, analysed data and wrote the first draft.
Yang Liu, Harbin Medical University, Master of Physiology, PhD candidate, teacher’s assistant.
Xiaoran Wang
Xiaoran Wang, Harbin Medical University, Doctor of Medicine, Lecturer of Physiology, good at medical education.
Shuwei Jia
Shuwei Jia, Harbin Medical University, Doctor of Physiology, Associate Professor, good at medical education.
Tong Li
Tong Li, Qiqihar Medical University, Doctor of Physiology, Lecturer.
Ying Zhang
Ying Zhang, Professor, Department of Physiology, Harbin Medical University, engaged in medical education for 17 years.
Chunmei Lu
Chunmei Lu, Harbin Medical University, Doctor of Physiology, Associate Professor, good at Physiological education.
Haixia Wen
Haixia Wen, Harbin Medical University, Doctor of Physiology, Professor, good at online course construction.
Hongbo Jin
Hongbo Jin, Harbin Medical University, Doctor of Physiology, Professor, good at functional experimental education.
Hui Zhu
Hui Zhu, Harbin Medical University, Doctor of Physiology, Professor, engaged in medical education for 22 years.
Danian Qin
Danian Qin, Shantou University, Doctor of Philosophy, Professor, engaged in medical education for 28 years.
Chunmei Hou
Chunmei Hou, Harbin Medical University, Master of Human Anatomy and Histoembryology, Lecturer, good at general education;
Yang Liu
Yang Liu, Harbin Medical University, Master of Physiology, PhD candidate, teacher’s assistant.
Dongyang Li
Dongyang Li, Hainan Medical University, Doctor of Physiology, Lecturer, good at general education
Yu-Feng Wang
Xiaoran Wang, Harbin Medical University, Doctor of Medicine, Lecturer of Physiology, good at medical education.
Yu-Feng Wang, Harbin Medical University, MD, & PhD, Distinguished Professor, engaged in medical education for 27 years, conceived the study and performed teaching.