移动教学在医学教育中的应用  

Mobile learning in medical education

作　　者：李斯丹[1] 陈永兵 秦茂权[1] 王彬[1] 周翾[1] 朱光华[1] LI Sidan CHEN Yongbing QIN Maoquan WANG Bin ZHOU Xuan ZHU Guanghua(Hematology Oncotogy Center, Beijing Children＇s Hospital, Capital Medical UniVersity, Beijing 100045, China Department of Hepatobiliary Surgery, Army General Hospital, Beijing 100700, China)

机构地区：[1]首都医科大学附属北京儿童医院血液肿瘤中心,北京100045 [2]陆军总医院肝胆外科,北京100700

出　　处：《中国医药导报》2017年第1期106-108,共3页China Medical Herald

基　　金：国家自然科学基金资助项目(81641006);北京市优秀人才培养资助青年拔尖个人项目(2016000021223ZK16)

摘　　要：在过去的几年里,移动教学在医学教育方面取得了迅速发展。与移动教学有关的显著优势包括高存取,低成本,更多情境学习,方便学习者与导师之间及学习者之间连续的交流与互动和学习时自我评估的能力。与医学教育学的其他方式一样,移动教学也有缺点,包括技术不足,通过使用多种用途的工具有分散学习注意力的风险,及打破个人使用的移动设备和专业人员或教学使用的移动设备之间的壁垒的可能性。尽管有这些不足,但是毫无疑问,移动教学拥有更多优势。In the last several years, mobile learning made rapid development into the provision of medical education.Mobile learning has many advantges, such as high access, low cost, more situated and contextual learning, convenience for the learner, continuous communication and interaction between learner and tutor or other learners, and the ability to self-assess themselves while learning. Also like any other form of medical pedagogy, mobile learning has its disadvantages： including inadequate technology, a risk of distraction from learning by using a device that can be used for multiple purposes, and the potential for breakdown in barriers between personal usage of the mobile device and professional or educational use. Despite these short comes, there is no doubt that mobile learning offers much potential.

关 键 词：移动教学 临床教学 医学生 

分 类 号：G434[文化科学—教育学]