医学生学习主动性与线上教学效果的相关性分析——以《生理学》教学为例  

Correlation analysis of learning initiative and on-line teaching effectiveness in medical students——with Physiology teaching as an example

作　　者：宋元龙[1] 吕义晟 梁华敏[1] 朱敏洁[1] 郑云洁[1] 高琳琳[1] Song Yuanlong;LüYisheng;Liang Huamin;Zhu Minjie;Zheng Yunjie;Gao linlin(Department of Physiology,School of Basic Medical Sciences,Tongji Medical College,Huazhong University of Science and Technology,Wuhan 430030,China)

机构地区：[1]华中科技大学同济医学院基础医学院生理学系,武汉430030

出　　处：《中华医学教育探索杂志》2023年第3期439-442,共4页Chinese Journal of Medical Education Research

摘　　要：目的评估学习的主观能动性对线上教学效果的影响。方法本文以华中科技大学同济医学院五年制二年级医学生为研究对象,通过《生理学》在线学习时的签到情况计算得到学习主动性因子,以课程网络测试成绩作为教学效果评估的主要指标。应用SPSS进行相关性统计分析,研究学习主动性对学习效果的影响。结果研究发现学习的主动性可以明显影响教学效果,这种影响具有专业差异性的特点。在临床专业和儿科专业,学习主动性与教学效果正相关;在预防学专业和医学影像专业,没有发现两者间明确的相关性。结论学习的主动性影响教学效果,这种影响的强度存在专业间的差异。Objective To evaluate the effects of learning initiative on teaching effectiveness.Methods The research subjects were the 2nd year medical students of Tongji Medical College of Huazhong University of Science and Technology.The learning initiative factor was calculated from the data of the attendance registration of the on-line learning of Physiology,and the performance of the on-line test was used as an evaluation indicator of teaching effectiveness.SPSS software was used to perform correlation analysis between the learning initiative factor and teaching effectiveness.Results We found that learning initiative could significantly affect the teaching effectiveness,with differences among different specialties.There was a positive correlation between learning initiative and teaching effectiveness in clinical and pediatric medicine,while no correlation was observed in preventive medicine and medical imaging.Conclusion In conclusion,learning initiative can affect teaching effectiveness,and the intensity of this effect shows difference among different specialties.

关 键 词：学习主动性 教学效果 线上教学 生理学 专业差异 

分 类 号：R33[医药卫生—人体生理学]