基于5M1E法的医学专业课程在线教学现状研究

Research on the Status of Online Teaching of Medical Professional Courses Based on 5M1E Method

受新型冠状病毒肺炎疫情传播的影响,2019-2020学年第二学期及2021-2022学年第一学期1~6周,江苏省S大学临床医学院按照全国及局部地区疫情防控的要求开展大规模线上教学。为了进一步提高医学专业课程在线教学质量,本文基于实践经验,并结合相关文献报道,以5M1E法为基础从人员、机器、材料、方法、环境、测量6个方面进行分析,研究医学专业教学课程在线实施状况。实践证明,师生对于在线模式下的医学专业课程教学体验有喜有忧:线上教学突破了时间和空间的限制,但教学活动受到网络条件、教学平台功能、数字化教材建设及可及性等外在物理环境和社会条件的影响和制约。同时,在线教学对教学活动的主体提出了较高的要求:教师需具备良好的信息素养以优化在线教学设计的能力,学生需要自我管理能力以调控自主学习行为的能力。更为重要的是,作为一门应用学科,医学具有很强的操作性,在线教学模式期间学生无法接触真实实验环境和病人,实践课程教学与考核的瓶颈还需要有所突破。医学专业课程在线教学质量的提升需要教师、学生甚至教学管理部门和教学平台建设者们共同探索、不断改进,以期实现“云端”教学质的转变。

Affected by the novel coronavirus pneumonia epidemic,in the second semester of the 2019-2020 academic year and the 1~6 week of the first semester of the 2021-2022 academic year,the Clini-cal School of S University of Jiangsu Province carried out large-scale online teaching in accordance with the requirements of epidemic prevention and control.This article Based on practical experience,combined with relevant literature reports,the 5M1E method is used to analyze the 6 aspects of per-sonnel,machines,materials,methods,environment,and measurement,to study the online imple-mentation status of medical professional teaching courses,in order to further improve the online teaching of medical professional courses quality provides reference.Practice has proved that teachers and students have joys and worries about the teaching experience of medical professional courses in the online mode:online teaching breaks through the limitations of time and space,but teaching activities are affected and restricted by external physical environment and social conditions such as network con-ditions,teaching platform functions,digital textbook construction and accessibility.At the same time,online teaching puts forward higher requirements for the main body of teaching activities:teachers need to have good information literacy to optimize online teaching design capabilities,and students need self-management capabilities to regulate autonomous learning behavior.More impor-tantly,as an applied discipline,medicine has strong operability.The online teaching model cannot touch the real experimental environment and patients.The bottleneck of practical course teaching and assessment needs to be broken.The improvement of online teaching quality of medical professional courses requires teachers,students and even teaching management departments and teaching platform builders to jointly explore and continuously improve,in order to realize the transformation of“cloud”teaching quality.