目的 人心传导系统形态学实验教学材料的开发和应用效果评价。方法 采用实验对照方法。选择某医学院2016级五年制临床医学专业、医学影像学专业120名学生为研究对象,其中,临床医学专业、医学影像学专业各1个班60名学生为实验组;对应同专业另一个班的60名学生为对照组。在心传导系统教学中,实验组采用新开发的人心传导系统形态学实验教学材料,对照组采用传统教学材料;教学结束后,比较两组学生的心传导系统知识的测试成绩以检测新教学材料的教学效果。结果 对照组两个专业学生之间总成绩差异,及实验组两个专业学生之间的总成绩差异均无统计学意义(均P>0.05),因此,同组两个专业学生可合组研究。学生课后即时测试和课程结束后4周测试的结果表明,实验组学生考核成绩均高于对照组(均P<0.05);对照组和实验组在课程结束后4周的考核成绩均较课程结束后即时考核成绩有提升;而实验组的成绩提升更明显。结论 人心传导系统形态学实验教学材料可以提高医学生对心传导系统知识的学习效果。

Objective To creat a new set of morphology experimental teaching materials of human cardiac conduction system. Evaluate its application in practice. Methods The experimental subject was 120 students from medical undergraduate of 5-year programof clinical medicine and medical imaging major in a medical college, among which 60 students from 1 class of clinical medicine and 1 class of medical imaging were selected as the experimental group. The control group consists of 60 students from the same professional parallel classes. In the teaching of the cardiac conduction system, the experimental group was used new teaching materials, and the controls was used traditional teaching materials. Then the results of two groups of students' examination were compared to find potential benefits from use of new teaching materials. Results There were no statistically significant difference between the total scores of examinations from the two major in the control group and in the experimental group (all P>0.05), so the two major in same group could be studied together. The scores of real-time and 4-week examinations after class in the experimental group were all significantly higher than that of the control group. The scores of real-time examination in experimental group and control group were correspondingly less than the scores of 4-week examination after class in them (P<0.05). However, this difference in experimental group was more significant than that in control group. Conclusions The new teaching materials can promote medical students' learning of cardiac conduction system.