Chinese Journal of Medical Education ›› 2023, Vol. 43 ›› Issue (8): 595-599.DOI: 10.3760/cma.j.cn115259-20220909-01144

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The exploration and application of self-inquiry teaching method based on Internet plus in medical organic chemistry experiment teaching

Zhang Junna, Li Minghua, Wang Haibo   

  1. Department of Chemistry, School of Pharmacy, the Air Force Medical University, Xi'an 710032, China
  • Received:2022-09-09 Online:2023-08-01 Published:2023-07-31
  • Contact: Wang Haibo, Email: whb7691@163.com
  • Supported by:
    Chinese Medical Association Medical Education Branch and China Association of Higher Education Medical Education Specialized Committee 2020 Medical Education Research Project (20B-1228)

Abstract: Objective To explore the effect of the independent inquiry-based teaching method in the experimental teaching of medical organic chemistry under the Internet plus. Methods From March 2019 to July 2022, all 815 undergraduates from the grade 2019-2022 of clinical medicine, preventive medicine and psychology in the Air Force Medical University were recruited, of which 610 students from the 2020-2022 class were the experimental group using inquiry-based teaching, whereas 205 students from the 2019 class were the control group using traditional teaching method. The teaching effects were evaluated through assessments and questionnaires. T-test and chi-square test were used for data analysis. Results In the final examination,the progress of the experimental group was higher than that of the control group [(86.77±1.64) vs. (80.28±4.26), P<0.05]. The process evaluation and summative assessment scores of the experimental group were higher than those of control group [(86.98±1.45) vs. (81.16±2.27), (85.27±1.53) vs. (79.43±5.17), all P<0.05]. The results showed that the students in the experimental group believed that this teaching method improved their ability to analyze problems [552(90.5%)], solve problems [534(87.5%)], collaborate [545(89.3%)] and hands-on skills [547(89.7%)], while the corresponding data of the control group were 131(63.9%), 168(82.0%), 144(70.2%) and 146(71.2%). The differences between the two groups were statistically significant (all P<0.05). Conclusions Investigative teaching is more conducive to students learning to learn, and to integrate data, analyze, problem-solve, as well as to enhance the interactive effect of "teaching" and "learning", to a certain extent to improve the quality and efficiency of medical organic chemistry teaching.

Key words: Teaching, Medical organic chemistry, Independent inquiry experiment, Autonomous learning, Experimental teaching

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