网络互动教学在《实验诊断学》课程教学中的应用  

Application of interactive online teaching in the laboratory diagnostics teaching

作　　者：姚洁[1] 韩品[1] 张蕴秀[1] 任伟[1] 陈金美[1] 王培昌[1] 

机构地区：[1]首都医科大学宣武医院实验诊断学教研室,100053

出　　处：《中华医学教育探索杂志》2015年第11期1098-1101,共4页Chinese Journal of Medical Education Research

基　　金：首都医科大学校长研究基金教育教学改革立项课题（10JYY-096）

摘　　要：目的探讨网络互动教学在《实验诊断学》课程教学中的应用与效果。方法选择2009级临床医学系学生65人，随机分为2个组，实验组31人，对照组34人。对照组教学形式为：课堂教学＋校级精品网络课程。实验组教学形式为：课堂教学＋校级精品网络课程＋网络互动。课程学习结束，对学生进行考核及问卷调查以评价教学效果，应用独立样本t检验比较统计学差异。结果实验组理论考试成绩得分高于对照组（87．20±5．25VS．82．69±5．76），差异有统计学意义（P=0．002）；简答题、病例分析题实验组学生成绩得分均较对照组高（26．16±1．57VS．25．31±1．73，18．94±1．05VS．15．53±1．15），有统计学差异（P=0．043，P=-．000）。问卷调查评分表中学习兴趣、实时解惑、学习效果、分析能力、协作精神培养的满意度评分（4．30±0．65vs．3．97±0．62，4．63±0．49VS．3．25±0．88，4．43±0．57VS．3．49±0．65，4．46±0．57VS．3．37±0．73，4．33±0．66VS．3．68±0．58），实验组高于对照组（P=-0．041，0．000，0．000，0．000，0．000）。结论网络互动应用于实验诊断学教学，可以实现实时讨论及解惑，对增加学生对课程的重视程度、提高学习兴趣及学习成绩有一定的积极意义。Objective In order to investigate the impact of interactive online teaching in Lab- oratory Diagnosis, a randomized experimental study was conducted among the medical students in Grade 2009. Methods A total of 65 subjects were randomized into the experimental group （N=31） and the control group （N=34）. In addition to the standard in-class presentation/discussion and school-wide refined online courses offered in the control group, interactive online teaching was added to experi- mental group. After completion of the course, the impact of interactive online teaching in the experi- mental group was compared to that in the control group through a final exam and a question-naire concentrating on motivation of study, problem solving and team working skills. Statistical signifi-cance of the comparison was evaluated using t-test. Results The results from the final exam showed that the average score in the experimental group was higher than the control group （87.20 ± 5.25 vs. 82.69 ± 5.76）, It is statistically significant （P=0.002）. The average scores of short answer and case study ques- tions in the experimental group was higher than the control group （26.16 ± 1.57 vs. 25.31± 1.73, 18.94± 1.05 vs. 15.53 ± 1.15）, It is statistically significant （P=0.043,P=0.000）. The satisfaction evaluation of interest in learning, timely answers to questions, learning, analytical skills, teamwork culture reflected by the questionnaire indicated statistically higher （P=0.041,0.000,0.000,0.000,0.000） average scores in the experimental group as compared to its counterparts in the control group （4.30 ± 0.65 vs. 3.97± 0.62, 4.63 ±0.49 vs. 3.25 ± 0.88, 4.43 ±0.57 vs. 3.49 ± 0.65, 4.46 ± 0.57 vs. 3.37 ± 0.73, 4.33±0.66 vs. 3.68 ± 0.58）. Conclusion Interactive online teaching helps to improve the study performance of medical students in Laboratory Diagnosis. Incorporating interactive online teaching into the currentcourse regarding Laboratory Diagnosis merits recommendation.

关 键 词：网络 互动 教学 实验诊断学 

分 类 号：R44[医药卫生—诊断学]