全科医学移动教学模式的教学效果评价

Evaluation of Effect of the Mobile Teaching Mode of General Practice

目的评价全科医学移动教学模式的教学效果。方法浙江大学全科医学移动教学模式自2014年开始正式实施,本研究选取2016年参加《全科医学》课程学习的浙江大学临床医学专业学生261例为移动教学模式组,选取2013年参加《全科医学》课程学习的浙江大学临床医学专业学生150例为普通教学模式组。采用问卷调查法,对学生基本情况及其对《全科医学》课程、教学效果、移动教学模式作用的评价进行调查。结果两组性别、年龄、学历间差异均无统计学意义(P>0.05)。两组学生认为开设《全科医学》课程的必要性及对《全科医学》采取双语教学、习题插入国考和美国医师执照考试(USMLE)题目、《全科医学》教学模式满意度的评价间差异均有统计学意义(P<0.05)。不同学历移动教学模式组学生认为开设《全科医学》课程的必要性及对《全科医学》采取双语教学、习题插入国考和USMLE题目、《全科医学》教学模式满意度的评价间差异均有统计学意义(P<0.05)。移动教学模式组学生对《全科医学》课程评分高于普通教学模式组,差异有统计学意义(P<0.01)。两组学生到课次数、课程考核成绩及教学效果自评间差异均有统计学意义(P<0.05)。261例移动教学模式组学生中,110例(42.1%)认为《全科医学》课程有助于学习医学专业知识,215例(82.4%)认为《全科医学》课程有助于提高专业英语,152例(58.2%)认为《全科医学》课程有助于了解国外专业动态,7例(2.7%)未明确表态;109例(41.8%)认为线上练习有助于提高听课兴趣,121例(46.4%)认为线上练习有助于增加对国考的兴趣,162例(62.1%)认为线上练习有助于增加对USMLE考题的了解,35例(13.4%)认为线上练习帮助不大。结论全科医学移动教学模式的教学效果较好,适应当代教学要求及学生发展需要,是值得推广的教学模式。

Objective To evaluate the effect of mobile teaching mode of general practice. Methods The mobile teaching mode has been applied to general practice teaching in Zhejiang University since 2014. The participants enrolled in this study were 411 students majorirtg in clinical medicine in Zbejiang University. Of them, 261 took general practice course in 2016 and 150 took that in 2013 were selected as the mobile teaching mode group and the general teaching mode group, respectively. We used a questionnaire survey to obtain the baseline data of the students, and their assessment of the course, teaching effect, and mobile teaching mode. Results There were no significant differences in gender, age and educational attainment between the two groups （ P 〉 0. 05 ） . Two groups differed significantly in evaluating the necessity of getting up the course, and in assessing the values of teaching the course bilingually and its exercises including the questions from the National Medical Licensing Examination （NMLE） and the United States Medical Licensing Examination （ USMLE ） , and the satisfaction with the teaching mode of the course （ P 〈0.05 ） . Education attainment was closely associated with the difference in evaluating the necessity of setting up the course, values of teaching the course bilingually and its exercises including the questions from the NMLE and USMLE, and the satisfaction with the mobile teaching mode between the students in the mobile teaching mode group （P 〈0. 05） . The value scores of the course assessed by the mobile teaching mode group were higher than those assessed by the general teaching mode group （P〈0. 01 ） . Significant differences existed between the groups in the aspects of the frequency of attendance in the course, examination results of the course, and assessment of the teaching effect （P 〈 0.05 ） . Of the 261 students in the mohile teaching mode group, 110 （42. 1% ） thought that learning the general practice course was contribute to the study of medical knowledge, 215 （82.4%） considered that learning the course was beneficial to improving the medial English, 152 （ 58. 2% ） hob｜ that learning the course could help them understand the medical development in foreign countries, and 7 （ 2. 7% ） did not clearly express their ideas about this course; 109 （41.8%） thought that the online exercises could improve their interest in attending the course, 121 （46.4%） believed that the online exercises were helpful to enhance their interest in the NMLE, 162 （62. 1~ ） made a point that the exercises were contribute to the understanding of the questions of USMLE, but 35 （ 13.4% ） thought that the exercises had little benefits. Conclusion The mobile teaching mode of general practice has better teaching effect. It is in line with the requirements of modern teaching and the needs of students＇ development, so it is worthy of promotion.