康复医学微课程教学系统的应用与评价  

Application and evaluation of micro-lectures teaching system of rehabilitation medicine

作　　者：余芳菲 李敏 何晓华 许能贵[4] Yu Fangfei;Li Min;He Xiaohua;Xu Nenggui(Department of Rehabilitation Basic Teaching and Research,Medical College of Acupuncture and Rehabilitation,Guangzhou University of Chinese Medicine,Guangzhou 510000,China;Department of Acupuncture and Moxibustion,Medical College of Acupuncture and Rehabilitation,Guangzhou University of Chinese Medicine,Guangzhou 510000,China;Department of Medical Information Teaching and Research,College of Medical Information Engineering,Guangzhou University of Chinese Medicine,Guangzhou 510000,China;Guangzhou University of Chinese Medicine,Guangzhou 510000,China)

机构地区：[1]广州中医药大学针灸康复临床医学院康复基础教研室,510000 [2]广州中医药大学针灸康复临床医学院针灸学教研室,510000 [3]广州中医药大学医学信息工程学院医学信息教研室,510000 [4]广州中医药大学,510000

出　　处：《中华医学教育杂志》2019年第11期817-821,共5页Chinese Journal of Medical Education

基　　金：广东省普通高校特色创新类项目(2016GXJK027);广州中医药大学高等教育教学研究和改革项目(2016035)。

摘　　要：目的 探讨康复医学微课程教学系统在康复医学课程教学中的应用效果.方法 采用实验对照方法.2018年2月~7月,选择广州中医药大学2015级五年制临床医学专业312名学生为研究对象,根据学号顺序进行编号,序号双数为实验组(156人),序号单数为对照组(156人).实验组学生在教师引导下依托康复医学微课程教学系统学习,对照组学生采用传统教学方式学习.教学结束后,对两组学生进行理论和操作考核,并对学生的考试成绩、学习档案和系统反馈评价进行分析.结果实验组学生理论考核成绩(88.49±3.15)分,对照组学生理论考核成绩(87.23±6.49)分,其差异无统计学意义(Z=-0.68,P=0.431);实验组学生操作考核成绩(84.64±4.58)分,对照组学生操作考核成绩(73.55±6.27)分,其差异具有统计学意义(Z=2.65,P<0.01);实验组学生总成绩(86.54±3.62)分,对照组学生总成绩(79.92±5.94)分,其差异具有统计学意义(Z=2.05,P=0.041).采用学习档案分析教学资源,实验组学生学习教学视频时间占总学习时间的51.6%,当视频时长大于10分钟时,学生出现跳跃式视频点击学习.结论 采用康复医学微课程教学系统能够学生康复医学课程的考试成绩,有助于实现个性化的教与学. 教学系统可以反馈学习者情况,为教与学提供参考.Objective To explore the influence of rehabilitation medicine micro-course teaching system on teaching and learning. Methods Using experimental control method. From February to July 2018, a total of 312 students majoring in clinical medicine in grade 2015 of Guangzhou University of Chinese Medicine were selected as subjects. According to the order of student number, the random serial number was generated. The odd number of serial number was the experimental group (156 students), and the odd number of ordinal number was the control group (156 students) . The experimental group exposed to the rehabilitation medicine micro-course teaching system under the guidance of teachers, and the control group used the traditional teaching method. At the end of teaching, two groups joined theoretical test and practice test. After the test, students were analyzed from the final test results, the learning files and feedback evaluation of the system. Results The theoretical test scores of the students in the experimental group were (88. 49 ±3. 15),while the control group were(87. 23 ±6. 49). There was no significant difference in theoretical test scores between the two groups(Z =-0. 68,P= 0. 431). The operational score of the students in the experimental group (84. 64±4. 58) was higher than that in the control group (73. 55±6. 27), and the difference was statistically significant (Z = 2. 65,P<0. 01). The total scores of the students in the experimental group(86. 54±3. 62) were higher than that of the control group(79. 92±5. 94). The difference was statistically significant(Z = 2. 05, P = 0. 041). The teaching resources of learning archives analysis showed that the video time in the experimental group accounted for 51. 6%of the total learning time. When the video time was more than 10 minutes, the students appeared jump video click learning. Conclusions Using the use of micro-course teaching system of rehabilitation medicine can improve the examination results of students' rehabilitation medicine course and help to realize in

关 键 词：康复医学 微课程 教学系统 评价 

分 类 号：G63[文化科学—教育学]