中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (5): 394-398.DOI: 10.3760/cma.j.cn115259-20201010-01438

• 教育技术 • 上一篇    下一篇

网络教学在八年制临床医学专业眼科学教学中的应用

敖明昕1, 洪晶1, 孙岩秀1, 何旋2, 陆遥1, 陈跃国1   

  1. 1北京大学第三医院眼科 100191;
    2北京大学第三医院教育处 100191
  • 收稿日期:2020-04-24 发布日期:2021-04-29
  • 通讯作者: 陈跃国, Email: chenyueguo@263.net, 电话: 010-82266699-6312

Practice and effect analysis of online course for ophthalmology teaching in eight-year program medical students

Ao Mingxin1, Hong Jing1, Sun Yanxiu1, He Xuan2, Lu Yao1, Chen Yueguo1   

  1. 1Department of Ophthalmology, Peking University Third Hospital, Beijing 100191, China;
    2Department of Education, Peking University Third Hospital, Beijing 100191, China
  • Received:2020-04-24 Published:2021-04-29
  • Contact: Chen Yueguo, Email: chenyueguo@263.net, Tel: 0086-10-82266699-6312

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摘要： 目的 分析网络教学在八年制临床医学专业本科教育阶段眼科学教学中的应用效果,探索提高教学质量的可行方法。方法 采用试验对照和问卷调查方法。以2019年至2020年在北京大学第三医院接受眼科学教学的2015级和2016级八年制临床医学专业65名学生为研究对象。其中,2016级27名学生为试验组,采用网络教学的教学方法;2015级38名学生为对照组,采用现场授课的教学方法。课程结束后,按照相同的命题原则进行理论知识考核,比较两组学生考核的得分率;分析试验组学生观看教学视频情况与得分率的相关关系;并对参与教学的29名教师进行问卷调查。结果 试验组学生的考核总得分率以及眼前节疾病板块、眼后节疾病板块、视光学板块的得分率均高于对照组[(76.2±8.0)%比(70.0±10.7)%,(79.2±14.2)%比(71.0±13.9)%,(92.7±11.8)%比(52.0±15.9)%,(88.1±7.2)%比(79.2±13.4)%],眼基础解剖板块得分率低于对照组[(37.0±17.6)%比(77.7±15.6)%],差异均具有统计学意义(均P＜0.05);试验组学生观看视光学教学视频时长与该教学板块得分率呈正相关关系(r=0.467,P=0.016)。50%以上的教师认为网络教学对教师教学组织能力、教学素材准备和课堂沟通能力均提出了较高要求。结论 网络教学在八年制临床医学专业眼科学教学中具有可行性,适合大多数教学内容,眼解剖学基础板块网络教学需要继续改进,教师需要持续提搞教学能力以确保教学质量。

关键词: 网络教学, 八年制医学生, 眼科学, 教学效果

Abstract: Objective To investigate the efficiency and potential improvement of online course for ophthalmology in eight-year program medical students. Methods Totally 27 students enrolled in 2016 (experimental group) and 38 students enrolled in 2015 (control group) who studied ophthalmology course in Peking University Third Hospital in 2019 and 2020 were recruited as the participants.The experimental group adopted the teaching model of online course, the control group adopted the traditional teaching model. At the end of study, all students were tested by theoretical examination designed with the same rule. The general scoring rate and scoring rate in each teaching section, including anatomy of ophthalmology, disease of anterior segment, disease of posterior segment and optometry was calculated. Correlation between actual study time-teaching video ratio and scoring rate in each teaching section was analyzed. A questionnaire about the demands of online course on teaching organization ability, problems in lesson preparation, problems in the process of teaching and potential improvements in teaching ability was applied to the 29 teachers. Results Compared with the control group, the general scoring rate [ (76.2±8.0)% vs. (70.0±10.7)%,P=0.015], scoring rate in section of disease of anterior segment [ (79.2±14.2)% vs. (71.0±13.9)%,P=0.024], disease of posterior segment [ (92.7±11.8)% vs. (52.0±15.9)%,P＜0.01] and optometry [ (88.1±7.2)% vs. (79.2±13.4)%,P=0.001] was superior in the experimental group. However, the scoring rate in section of anatomy [ (37.0±17.6)% vs. (77.7±15.6)%,P＜0.01] was inferior in the experimental group. The correlation between actual study time-teaching video ratio and scoring rate in the teaching section of optometry was statistically significant (r=0.467,P=0.016). The questionnaire indicated that the teaching model of online course addressed higher requirements to teaching organization ability, lesson preparation and classroom interaction. Conclusions Online course was of practical value in ophthalmology teaching. Attentions should be paid to improvements of strategy in online course of anatomy and elevation of teaching ability.

Key words: Online course, Eight-year program medical student, Ophthalmology, Teaching effect

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