A comparative study of the effect of several teaching methods in ocular anatomy

doi:10.3760/cma.j.issn.1673-677X.2018.02.018

Abstract

Abstract: Objective To investigate the effect of several common teaching methods in ocular anatomy course. Methods Forty-six clinical medicine students from 8-year program were enrolled and divided into three groups, 3D group, problem-based learning group and traditional model group. All three groups went through theory course and experiment practice with different teaching methods. A test of memory of ocular anatomy, a written examination and a questionnaire were conducted to evaluate each method. Results The model group had a better memory of ocular structure; the questionnaire showed that students considered PBL had the least help for their study; and PBL group had the most mistakes in written examinations. Conclusions No teaching method showed better effect than traditional model demonstration in ocular anatomy course. They had specific problems when applied in ophthalmology and may have better results with modifications.

Key words: Ophthalmology, anatomy, 3D human anatomy program, Problem-based learning, Teaching effect

Liu Ziyuan, Wang Wei, Qiu Weiqiang. A comparative study of the effect of several teaching methods in ocular anatomy[J]. Chinese Journal of Medical Education, 2018, 38(2): 246-248.

References

[1] 周瑶, 徐子魁.人体解剖结构数字3D互动教学模型制作技术初探[J].中国医学教育技术, 2016, 30(4):405-407. DOI:10.13566/j.cnki.cmet.cn61-1317/g4.201604011.
Zhou Y, Xu ZK.Digital 3D interactive model making technology for human anatomy structure[J].China medical education technology, 2016, 30(4):405-407. DOI:10.13566/j.cnki.cmet.cn61-1317/g4.201604011.
[2] 夏爽, 李松峰, 黄娜.3D解剖结构教学模型在人体解剖实验教学中的研究[J].中国继续医学教育, 2016, 8(31):16-17. DOI:10.3969/j.issn.1674-9308.2016.31.009.
Xia S, Li SF, Huang N.Research on teaching model of 3D anatomical structure in human anatomy experiment teaching[J].China Continuing Medical Education, 2016, 8(31):16-17. DOI:10.3969/j.issn.1674-9308.2016.31.009.
[3] 刘运敏, 张万, 罗海燕, 等.PBL教学法在护理解剖实验课教学中的应用[J].解剖学研究, 2015, 37(4):346-348.
[4] 侯春丽, 李振强, 应大君, 等.系统解剖教学中PBL教学法实践的舞台——第二课堂[J].四川解剖学杂志, 2011, 19(3):46-47. DOI:10.3969/j.issn.1005-1457.2011.074.
Hou CL, Li ZQ, Ying DJ, et al.PBL in gross anatomy teaching[J].Sichuan Journal of Anatomy, 2011, 19(3):46-47. DOI:10.3969/j.issn.1005-1457.2011.074.
[5] 申新华, 刘克, 刘伟, 等.八年制解剖课程教学中引入临床手术知识的尝试[J].解剖学研究, 2014, 36(4):312-314.
Shen XH, Liu K, Liu W, et al.Introducing clinical surgical knowledge in 8-year program anatomy course[J].Anatomy Research, 2014, 36(4):312-314.
[6] 申新华, 李沛, 杨远帆, 等.解剖学手术操作示教在解剖教学第二课堂中的探索[J].基础医学与临床, 2013, 33(5):515-518. DOI:10.16352/j.issn.1001-6325.2013.05.002.
Shen XH, Li P, Yang YF, et al.Anatomy surgical demonstration as a supplementary course in the teaching of human anatomy[J].Basic & Clinical Medicine, 2013, 33(5):515-518. DOI:10.16352/j.issn.1001-6325.2013.05.002.
[7] 彭晓燕, 徐张幸.充分利用临床实践中的影像资料进行眼科解剖教学[J].眼科, 2015, 24(5):354-355. DOI:10.13281/j.cnki.issn.1004-4469.2015.05.017.
Peng XY, Xu ZX.Take full advantage of clinical medical images in ophthalmic anatomy teaching[J].Ophthalmol CHN, 2015, 24(5):354-355. DOI:10.13281/j.cnki.issn.1004-4469.2015.05.017.
[8] 孙大中, 张志刚, 孙振山.可视化人体(Visible Body 3D)软件在解剖学教学中的应用[J].解剖科学进展, 2014, 20(6):598, 600. DOI:10.16695/j.cnki.1006-2947.2014.06.006.
Sun DZ, Zhang ZG, Sun ZS.Visible Body 3D in anatomy teaching[J].Progress of Anatomical Sciences, 2014, 20(6):598, 600. DOI:10.16695/j.cnki.1006-2947.2014.06.006.
[9] 刘伟, 刘克, 李文婷, 等.耶鲁大学与北京协和医学院解剖教学比较[J].协和医学杂志, 2013, 4(3):334-337. DOI:10.3969/j.issn.1674-9081.2013.03.025.
Liu W, Liu K, Li WT, et al.Anatomy teaching in Yale University and Peking Union Medical College Hospital[J].Medical Journal of Peking Union Medical College Hospital, 2013, 4(3):334-337. DOI:10.3969/j.issn.1674-9081.2013.03.025.

[1]	Lin Ruying, Zhao Xiaozhen, Xu Jianwen. Based on the post competency as the core in the training mode of young teachers of human anatomy [J]. Chinese Journal of Medical Education, 2020, 40(9): 666-670.
[2]	Wei Yumin, Zhong Zhiyong, Zou Yuxian, Gao Ya. Study on psychological stress and coping style of medical undergraduates in ophthalmic clinical practice [J]. Chinese Journal of Medical Education, 2020, 40(8): 590-593.
[3]	Hu Yun, Liu Yuhao, Chen Jianlin, Chen Junxiang, Xia Xiaomeng, Ding Yiling. The application of “active probation and fusion teaching” in obstetrics and gynecology teaching [J]. Chinese Journal of Medical Education, 2018, 38(4): 553-556.
[4]	Han Xiaoying, Li Junsong, Shi Min, Zhang Tong, Zhou Wan, Jin Minyi. Application of virtual simulation technology in the teaching of medicinal botany [J]. Chinese Journal of Medical Education, 2018, 38(4): 579-582.
[5]	Zhang Jinbo, Song Hanjun, Zhu Jinling, Zhang Chunbin. The application and effect evaluation of the diversified interactive teaching model based on the post competency as the core in the teaching of medical genetics [J]. Chinese Journal of Medical Education, 2018, 38(3): 350-354.
[6]	Jin Haifeng, Shen Lei, Yao Lijie, Guo Linna, Zhang Shanqiang. Application of virtual experimental teaching combined with traditional experimental teaching in the experimental teaching of regional anatomy [J]. Chinese Journal of Medical Education, 2018, 38(3): 377-379.
[7]	Ding Li, Yue Ying, Zhan Xiaochun. Application of micro lecture combining the OSCE assessment methods in nursing comprehensive training [J]. Chinese Journal of Medical Education, 2018, 38(3): 394-398.
[8]	Wei Junni, Xue Shulian, Fu Zhendong. Investigation on cognition and application of problem-based learning among teachers in a medical college [J]. Chinese Journal of Medical Education, 2018, 38(3): 403-406.
[9]	Zhang Lijuan, Gu Yijun, Zhang Jie, Li Jue. Application of combined teaching method in the teaching reform of epidemiology for clinical medical students [J]. Chinese Journal of Medical Education, 2018, 38(2): 237-241.
[10]	Ao Mingxin, Wang Wei, Li Xuemin, Feng Xuefeng, Qi Hong, Qiu Weiqiang, Hou Zhiqiang, Meng Lu. Practice and effect analysis of case-based learning for ophthalmology teaching in eight-year program medical students [J]. Chinese Journal of Medical Education, 2018, 38(2): 242-245.
[11]	Wang Xuejing, Zhao Xu, Lyu Wenjuan, Wang Shan, Qu Chenxue, Lu Binghuai, Li Dong, Gong Ke, Wang Shuhua, Zhu Fengxia, Xu Xianfa. CBL combined with PBL teaching method in practice lessons of laboratory diagnostics [J]. Chinese Journal of Medical Education, 2018, 38(2): 272-276.
[12]	Jiang Sisi, Li Guanghua, Peng Rong, Huang Xuebing. A flipped classroom approach combined with PBL to exploring the clinical psychology training for grassroots psychiatrists [J]. Chinese Journal of Medical Education, 2018, 38(1): 119-123.