Questions/Schools | Guangxi University of Chinese Medicine | Guilin Medical University | Guangzhou Medical University | Kunming Medical University | Guangxi Medical University | Fudan University |
---|---|---|---|---|---|---|
Understanding and perception of the definition of information and communication technology (ICT) | The medium of information exchange | Technology and life; study and scientific research; technology that brings convenience to people’s lives | Apply ICT to solve practical problems; receive information via terminal server; platform for information exchange; disseminate audio and video material electronically; methods to know the world | A technology of collecting, transmitting, processing and applying information; technology related to programming; transmission of information collected from different sources | The carrier or technology that is related to the transmission of information; technology or information related to electronic computers | All ICT related to computer and high technology; the collecting, processing, output and sharing of information |
ICT application in routine research | Literature review; resource sharing among peers; micro-lectures and massive online open courses; remote diagnosis and treatment in medicine; know the newest tendency in one’s research field | Document query; students’ registration system; e-class; catch the trends in one’s research field; two- dimension code which contains extensive information | At present, little technology is used for ICT; some relationship between bioinformatics and ICT; document query; the query of food sources; query and set up of databases; remote consultation; video conferences; teleconferences; examination and assay of cells and blood | Multimedia classes; network examinations, remote operations; conducting experiments with software; measurement and evaluation of the quality and nutritional components of food; electronic survey questionnaires | Relevant websites and public accounts on WeChat to assess trends in relevant research areas; skills on writing papers | Data analysis software in epidemic areas; literature review; attain the trends in research field through public accounts on WeChat and websites; sharing of teaching resources; the platform for communication, discussion and mutual assistance among professional groups; surgical robots |
Advantages of ICT-related training courses | The mode is new and original; it is convenient and time saving; there are extensive contents | Learning resources are abundant; contents are original and updated in time; enable participants to learn individually | Extensive contents; convenient and time-saving; learning resources are abundant; can arrange the learning time by oneself and review lessons at any time | One could learn repeatedly; possible to save costs | The communication and convergence between different subjects and different industries can be achieved; learn the trends of research field; practical and pertinent to experimental research; learn what we are interested in | Promote educational equity and share excellent learning resources; enable students to know or learn about their field of interest |
Disadvantages of ICT-related training courses | Lack of interactions and practices; some courses’ contents are out of date | Expensive; not updated in time; expensive but of poor quality | Poor quality of courses; lack of interactions; difficult to concentrate on the courses | Lack of interactions; most courses are full of theories but lack practical applications; information not updated regularly | Lack interaction with instructors; insufficient authority and expensive | Lack of interactions; lack of continuities; requires students to be more self-controlled; easy to quit |
Suggested content for ICT-related training courses | To stimulate students’ and teachers’ thoughts | Valuable, highly specialised and classified | Include how to collect information and how to use ICT in practical applications | Theoretical framework and basis of ICT; basic computer operation technology, statistical analysis; courses should be designed according to different majors | Novel; timely updated | Basic ICT; design different contents according to different majors and different backgrounds; statistical software and Microsoft Office software |
Suggested formats for ICT-related training courses | Should be varied and combine traditional classes with modern teaching methods | Should not rigidly adhere to traditional teaching methods; apply some original teaching methods such as problem-based learning, case analysis | Any format; theories and practical applications should be combined | Basic, foundation and advanced classes could be designed according to students’ learning abilities | Combining lectures with traditional teaching methods; it is not necessary to learn the course material from beginning to the end due to limited time | Basic courses for general audience, videos or lectures; forums and discussion groups could be set up when it comes to the professional or occasional knowledge; applications; resource library; case studies |
Suggested duration for ICT-related training courses | Arrange reasonably according to the course contents and different majors | Should be scheduled according to teaching syllabus and course objectives | Should not be accumulated for more than 2 days; 16–20 lessons; one session can last 20–40 minutes according to course contents | 20–30 class sessions would be acceptable; each session approximately 30 minutes | Can be decided according to the research needs | Short-period, high efficiency; make use of spare time or weekends |
Challenges in ICT-related training courses | Copyright; cost control; how to stimulate researchers’ new ideas and thoughts | Expensive; hard to access; long duration; not regularly updated | Hard to collect effective information quickly; take up too much time; the popularity of the knowledge of ICT; issues on the courses’ fees; process for assessment and evaluation | Clash with faculty member’s teaching commitments; teaching methods are not favoured by faculties; whether one can benefit from course | Copyright; public understanding of ICT; whether practical issues could be solved; time arrangement; whether the course clashes with faculty time arrangements | Time issues: clinicians do not have spare time to attend many courses; the courses should be of short duration but high efficiencient; priorities are always given to free courses |
Promotional (marketing) approaches of ICT-related training courses | Seek help from administrative staff or renowned professors; promotion would not be a problem if the course is attractive and original | Link the course to faculty members year-end assessment and career promotion; demo courses can be provided free at first | Emphasise advantages of ICT; link course to faculty promotion; show successful model course; recruit relevant companies to promote the courses; turn to the government for help | Coordinated the course with faculty time-tables; example of achievements, as these speak louder than words; show successful cases to faculty | Show successful cases and course benefits; cooperate with popular relevant companies | Provide course information on the official website of university/school; seek help from administrative staff |