《霍乱》微课在传染病学混合式教学中的初步探索应用

Preliminary exploration and application of“Cholera”micro-course in blended teaching of infectious diseases

目的探讨《霍乱》微课在传染病学教学中的可行性和应用效果。方法选取首都医科大学2013级3个五年制临床医学专业班学生(97人)设为实验组、2012级3个五年制临床医学专业班学生(92人)设为对照组作为研究对象。实验组采用微课教学模式,对照组采用传统教学模式。课程结束后,进行期末理论考核评估两组学生的学习效果,并对实验组学生进行问卷调查,以了解学生对微课的认知、评价及对微课教学模式教学效果的评价。结果实验组学生期末理论考核成绩[(75.41±8.18)分]略高于对照组学生考核成绩[(74.17±8.03)分],但差异无统计学意义(P>0.05)。调查问卷结果表明,大部分学生对《霍乱》微课视频感到满意,对微课在传染病学教学中应用的优点表示赞同,认为微课具有短小精悍、新颖、有创意、有助于提高学习兴趣、提高学习主动性、支持碎片化学习、移动学习、泛在学习、个性化学习、翻转课堂学习、混合式学习等优点。结论微课有助于提高学生学习传染病学的兴趣、提高学习主动性,具有广阔的发展前景。

Objective To investigate the feasibility and application of "Cholera" micro-course in the teaching of infectious diseases. Methods Three five-year clinical medicine major classes(97 students) of Capital Medical University in 2013 and three five-year clinical medicine major classes(92 students) of Capital Medical University in 2012 were selected as the research subjects. Three classes in 2013 were set as experimental group and three classes in 2012 were set as control group. The experimental group adopted the micro-course teaching mode, and the control group adopted the traditional teaching mode. After the end of the course, the final theoretical examination was carried out to evaluate the learning effect of two groups of students, and the students in experimental group were investigated by questionnaire to understand the students’ cognition, evaluation of micro-course and evaluation of the teaching effect of the micro-course teaching mode. Results The final theoretical examination score of experimental group was slightly higher than that of control group [(75.41±8.18)vs(74.17±8.03)], but the difference was not statistically significant(P>0.05). The results of the questionnaire showed that most of the students were satisfied with the video of "Cholera" micro-course, and agreed with the advantages of the application of micro-course in infectious disease teaching, and thought that micro-course had the advantages of short, novel and creative, which can help to improve learning interest, improve learning initiative, support fragmented learning, mobile learning, ubiquitous learning, personalized learning, flipped classroom learning, blending learning and so on. Conclusion Micro-course is helpful to improve students’ interest in studying infectious diseases and to improve their learning initiative. Micro-course has broad development prospects.