目的 分析新型冠状病毒肺炎疫情防控期间医预阶段和基础医学阶段在线教学情况,为提高在线教学质量提供参考。方法 本研究采用问卷调查方法。选取2020年2月24日至3月1日北京大学医学部医预阶段和基础医学阶段的五年制临床医学专业和八年制基础医学专业105名本科生及其10名授课教师为研究对象,进行在线教学与传统教学比较、在线教学优缺点等方面的调查。通过Fisher精确检验对数据进行分析。结果 与传统教学相比,37.1%(39/105)的学生和6名教师均认为教师在线教学的备课充分程度与传统教学相当,39.0%(41/105)的学生和3名教师认为教师的备课充分程度是传统教学备课时的125%以上;分别有35.2%(37/105)、19.1%(20/105)、4.8%(5/105)的学生和3名、2名、1名教师认为在线教学课堂互动效果下降至传统教学时的75%、50%、25%。学生和教师对在线教学的备课充分程度和课堂互动效果的评价差异均无统计学意义(均P>0.05)。教师认为在线教学的优点排在前3位的是课堂内容可以回看、教师授课时间地点更为灵活、可以给多个班级的学生同时上课;教师认为在线教学的难点排在前3位的是实验、操作等实践课程无法开展、网络卡顿问题、无法及时了解学生学习情况。63.8%(67/105)的学生和8名教师认为在线教学可以部分取代传统教学,但仍然应以传统教学为主。结论 在线教学中教师备课充分程度较高,但课堂互动效果不如传统教学。目前的教学仍然应当以传统教学为主,在线教学仅可以取代除实践课程之外的部分传统教学。

Objective To evaluate the online teaching for undergraduates at the pre-medical and basic medicine stage in Peking University Health Science Center during COVID-19 pandemic period and to provide reference for improving the quality of online teaching. Methods Self-designed questionnaire was used in this study. A total of 105 five-year program undergraduates of clinical medicine and eight year program of basic medicine at the education stages of pre-medicine and basic medicine and 10 teachers were selected from February 24 to March 1, 2020.The comparison between online teaching and traditional teaching in terms of strengthens and weakness was implemented. The data were analyzed by Fisher's exact test. Results Compared with the traditional teaching, 37.1% (39/105) of the students and 6 teachers considered that the effect of online teaching was equal to traditional teaching and 39.0% (41/105) of the students and 3 teachers thought that the teacher's in teaching plan document was 125% higher than that in traditional teaching and 35.2% (37/105), 19.1% (20/105), 4.8% (5/105) of the students and 3, 2 and 1 teachers thought that in online teaching environment, the classroom interaction decreased to 75%, 50% and 25% respectively. There was no significant difference between students and teachers in the evaluation of the adequacy of lesson preparation and the effect of classroom interaction (all P> 0.05). Teachers listed three advantages of online teaching as the feasibility of reviewing after class, the teaching time and place were more flexible and the students in different classes were able to join the course simultaneously; Teachers listed three difficulties of online teaching as barrier to implement the training of lab experiment, surgical operation and other clinical skills, the network is sometimes stuck, and students' learning situation were not able to be followed. There were 63.8% (67/105) of the students and 8 teachers thought that online teaching was a complementary pathway for traditional teaching at moment. Conclusions In the online teaching, the teachers are better prepared for the lesson, but the classroom interaction is not as good as that in traditional pathway. The current teaching mode should still be based on traditional pathway and online teaching function as a complementary technology to traditional teaching.