目的 探讨基于网络资源共享课程教学方式在诊断学教学中的应用效果。方法 采用试验对照方法,于2019年9月至2020年7月,选择湖南医药学院2017级五年制临床医学专业720名学生为研究对象,将其随机分为试验组和对照组,每组360名学生。在诊断学授课中,试验组采用基于网络资源共享课程教学方式,对照组采用线下传统教学方式。教学结束后,比较两组学生理论考核结果,采用问卷调查试验组学生对基于网络资源共享课程教学方式应用效果的评价。结果 试验组学生期中理论测试成绩[(83.25±5.72)分],优于对照组学生[(78.02±5.39)分];试验组学生期末理论测试成绩[(85.14±7.65)分],优于对照组学生成绩[(77.36±7.45)分],其差异均具有统计学意义(均P＜0.01)。问卷调查结果显示,85.0%(306/360)的试验组学生认为诊断学网络资源共享课程教学方式对其自主学习能力的提升帮助很大。结论 基于网络资源共享课程教学方式有助于提高诊断学的教学效果,增强学生自主学习能力。

Objective To evaluate the effect of teaching method based on online resource-sharing mechanism in diagnostic teaching. Methods From September, 2019 to July, 2020, totally 720 students of 5-year curriculum of clinical medicine enrolled in 2017 in Hunan University of Medicine were selected and divided into experimental group and control group with 360 students in each. In the teaching of diagnostics, off-line teaching combined with online resource-sharing approach was adopted in the experimental group, while off-line traditional teaching approach was adopted in the control group. At the end of the teaching, theoretical examination method was used to compare the results of the two groups , and the questionnaire survey was used to investigate the experimental group students' evaluation on the effect of online resource-sharing method. Results Both midterm and final test scores of the experimental group [(83.25±5.72) and (85.14±7.65)] were significantly higher than those of the control group [(78.02±5.39) and (77.36±7.45)](all P<0.01). The results of the questionnaire survey showed that 85.0%(306/360) of the students in the experimental group believed that the network resource-sharing method in teaching of diagnostics greatly improved their autonomic learning capacity. Conclusions The teaching approaches of online resource sharing diagnostic course improves the learning outcomes and autonomic learning attitude of students.