在线课程中知识互动性元素对医学生长期知识保留的效果评价

Evaluation of the Effect of Interactive Knowledge Elements in Online Courses on Long-term Knowledge Retention among Medical Students

目的探究针对医学生在线课程教学过程中引入知识互动性元素对于长期知识保留的作用与效果。方法选取2019年9月—2022年9月同济大学附属妇产科医院参与教学的100名医学生作为研究对象,将2019年9月—2020年8月入选学生分为常规组,2021年9月—2022年9月入选学生分为观察组,每组50名。常规组提供常规在线课程教学,观察组在在线课程教学当中引入知识互动性元素。对比两组学生的考试成绩、对于教学模式的评价以及医学操作技术掌握状况。结果教学完成时、教学后1个月与3个月时两组学生的实践与理论成绩对比,差异无统计学意义(P均>0.05);教学后6个月时观察组学生的实践与理论成绩均优于常规组,差异有统计学意义(P均<0.05)。观察组学生对于教学模式的满意度(98.00%)高于常规组(82.00%),差异有统计学意义(χ^(2)=7.111,P<0.05)。观察组学生对于医疗操作技术的知识、技能、信念态度得分情况均明显高于常规组,差异有统计学意义(P均<0.05)。结论在线课程中知识互动性元素对医学生长期知识保留的效果显著。

Objective To explore the role and effect of introducing interactive knowledge elements in the teaching process of online courses for medical students on long-term knowledge retention.Methods A total of 100 medical students who participated in teaching at the Obstetrics and Gynecology Hospital of Tongji University from September 2019 to September 2022 were selected as study objects.Students selected from September 2019 to August 2020 would be divided into the regular group,and students selected from September 2021 to September 2022 would be divided into the observation group,with 50 cases in each group.The regular group provides regular online course teaching,while the observation group introduces knowledge interactive elements into online course teaching.Statistically analyze the test scores,evaluation of the teaching model and mastery of medical operation techniques of the two groups of students.Results There was no statistical significance in the comparison of the practical and theoretical scores of the two groups of students at the completion of teaching,1 month and 3 months after teaching,the differences were not statistically significant(all P>0.05).6 months after teaching,the practical and theoretical scores of students in the observation group were significantly better than those in the regular group,the differences were statistically significant(both P<0.05).The satisfaction of the teaching model by the students in the observation group(98.00%)was significantly higher than that in the regular group(82.00%),the difference was statistically significant(χ^(2)=7.111,P<0.05).After teaching,the students in the observation group had significantly higher scores on knowledge,skills,beliefs and attitudes regarding medical operation techniques than those in the conventional group,the differences were statistically significant(all P<0.05).Conclusion The knowledge interactive elements in online courses have a significant effect on the long-term knowledge retention of medical students.