目的 探索基于医学生学习风格的教学策略在医学信息学课程中的应用效果。方法 2022年8月至2023年11月,采用试验对照方法,将海南医科大学药学院2021级四年制139名药学专业学生和2020级四年制70名药学专业学生分别设为试验组和对照组,面向试验组学生发放学习风格调查问卷,设计适应各类学习风格的教学策略开展教学;对照组不进行学习风格调查,采用传统课堂讲授开展教学。通过两组学生的课程成绩评价教学效果。采用t检验分析相关数据。结果 试验组学生言语型学习者课程成绩高于90分的占比较高[26.5%(9/34)],直觉型学习者课程成绩低于60分的占比较高[11.5%(3/26)]。试验组学生考核成绩[(79.45±13.07)分]高于对照组学生[(74.20±6.77)分],其差异具有统计学意义(P<0.001)。结论 本课程应用基于学习风格的教学策略,尽管个别类型的学习者成绩较低的比例相对较高,但整体而言,试验组学生的课程成绩高于对照组学生,这表明适应不同学习风格的教学策略能够有效提升医学生医学信息学课程的教学效果,也表明在教学中关注医学生个体差异和学习风格的重要性。

Objective To explore the effect of teaching strategies adjusted to medical students′ learning styles in medical informatics course. Methods From August 2022 to November 2023, an experimental control method was adopted to set 139 fourth-year pharmacy major students of the 2021 grade and 70 fourth-year pharmacy major students of the 2020 grade from Pharmaceutical School of Hainan Medical University as the experimental group and the control group, respectively. A learning style questionnaire was distributed to students in the experimental group, and teaching strategies adapted to various learning styles were designed and implemented. For the control group, their learning styles were not investigated, and traditional classroom instruction was adopted for teaching. The teaching effect was evaluated through the course performance of medical students in both groups. The relevant data were analyzed using the t-test. Results The proportion of students in the experimental group who scored above 90 for auditory learners was relatively high [26.5%(9/34)], while the proportion of intuitive learners scoring below 60 was also relatively high [11.5%(3/26)]. The assessment scores of the experimental group students were higher than those of the control (79.45±13.07 vs. 74.20±6.77), and the difference was statistically significant (P<0.001). Conclusions By applying teaching strategies based on learning styles in this course, although the proportion of individual types of learners with lower scores was relatively high, overall, the course performance of the experimental group was higher than that of the control group. This indicates that teaching strategies that adapt to different learning styles can effectively improve the teaching effect of medical informatics courses, and also highlights the importance of paying attention to individual differences and learning styles of medical students during teaching.