摘要
目的:探讨线上教学模式下的作业治疗(OT)专业实践课程的教学效果,为优化线上医学实践课提供新思路。方法:纳入2018年至2020年广州医科大学第五临床学院学习并完成环境改造与辅助技术课程考核的3个年级OT专业学生70人,以2018级为线上教学组,2016级和2017级为传统面授组,比较3个年级的理论成绩、实践成绩及总成绩。结果:3个年级之间理论成绩比较结果不存在统计学差异(Z=2.20,P=0.334),组间比较结果提示2016级与2017级(P=0.807)、2018级与2017级(P=0.299)、2018级与2016级(P=0.166)均无统计学差异;3个年级之间实践成绩比较结果存在显著统计学差异(Z=17.53,P=0.000),组间比较结果提示2016级与2017级(P=0.420)无统计学差异,2018级与2017级(P=0.002)、2018级与2016级(P=0.000)均存在统计学差异;3个年级之间总成绩比较结果无统计学差异(Z=0.47,P=0.792);组间比较结果提示2016级与2017级(P=0.890)、2018级与2017级(P=0.737)、2018级与2016级(P=0.480)均无统计学差异。结论:传统面授实践课并不优于线上实践课,说明线上实践课可达到教学大纲对于培养作业治疗专业学生基础理论知识的要求,可作为特殊时期面授课程的有效替代。
Objective:Explore the teaching effectiveness of OT practical courses under the online teaching mode,and provide new insights for optimizing online medical practice courses.Methods:Seventy OT students from the Fifth Clinical College of Guangzhou Medical University who studied and completed the“Environmental Modification and Assistive Technology”course assessment from 2018 to 2020 were included in the study.The 2018 grade was designated as the online teaching group,while the 2016 and 2017 grades were designated as the traditional face-to-face teaching group.The theoretical scores,practical scores,and total scores of the three grades were compared.Results:There was no statistically significant difference in the theoretical scores among the three grades(Z=2.20,P=0.334).The comparison between each pair of groups showed no statistically significant difference between the 2016 and 2017 grades(P=0.807),the 2018 and 2017 grades(P=0.299),and the 2018 and 2016 grades(P=0.166).There was a significant difference in practical scores among the three grades(Z=17.53,P=0.000).The comparison between each pair of groups showed no statistically significant difference between the 2016 and 2017 grades(P=0.420),while there were statistically significant differences between the 2018 and 2017 grades(P=0.002),and the 2018 and 2016 grades(P=0.000).There was no statistically significant difference in total scores among the three grades(Z=0.47,P=0.792).The comparison between each pair of groups showed no statistically significant difference between the 2016 and 2017 grades(P=0.890),the 2018 and 2017 grades(P=0.737),and the 2018 and 2016 grades(P=0.480).Conclusion:Traditional face-to-face practical courses are not superior to online practical courses,indicating that online practical courses can meet the requirements of the teaching outline for cultivating basic theoretical knowledge of occupational therapy majors and can serve as an effective alternative to face-to-face courses during special periods.
作者
林强
王婉盈
陈泓鑫
郑煜欣
欧海宁
梁俊杰
罗志伟
Lin Qiang;Wang Wanying;Chen Hongxin;Zheng Yuxin;Ou Haining;Liang Junjie;Luo Zhiwei(The Fifth Affiliated Hospital of Guangzhou Medical University,Guangzhou 510000,Guangdong,China;The Seventh Affiliated Hospital of Sun Yat-sen University,Shenzhen 518000,Guangdong,China;The First Dongguan Affiliated Hospital of Guangdong Medical University,Dongguan 523710,Guangdong,China)
出处
《中国高等医学教育》
2024年第3期57-59,62,共4页
China Higher Medical Education
基金
2019年广东省普通高校青年创新人才类项目(2019KQNCX119)
国家自然科学基金青年科学基金项目(81902281)
广东省医学科研基金项目(B2021007)
广州市基础研究计划市校(院)联合资助基础项目(202102010100)
广州市医学重点学科(2021-2023年)
2023年度高水平大学“一流本科专业建设经费”资助项目(2022JXFOO2、2022JXH001)。
关键词
线上教学
作业治疗
实践
环境改造与辅助技术
Online teaching
Occupational therapy
Practice
Environmental modification and assistive technology