数字病理教学平台在病理实验教学中的应用

Application of pathological digital teaching platform in the experimental teaching of pathology

目的探讨数字病理教学平台在病理实验教学中的应用效果。方法扫描典型病例数字切片,制作大体数字标本,构建数字切片、大体标本网络学习平台。选择2012级、2013级临床医学专业五年制本科学生为研究对象,均在大学第五学期开设病理学理论及实验教学,2012级学生采取传统玻璃切片实验教学模式(对照组),而2013级学生的实验课采用数字切片实验教学及数字病理网络平台自学模式(实验组)。问卷调查2013级学生对数字病理教学的满意程度;统计对照组及实验组学生病理标本考核成绩,评价两组教学效果。结果问卷调查显示,与传统教学比较,66.4%~83.2%的实验组学生认为采用数字切片教学丰富了学习方式及学习内容,提高了学习兴趣及学习效率,有利于学习成绩的提高。期末病理标本考核结果显示,实验组学生考试成绩[(13.080±1.792)分]明显优于对照组学生[(12.554±1.463)分,P=0.000]。结论数字病理教学平台应用于实验教学的效果明显优于传统切片教学,既丰富了教学内容和方式,又提升了教学质量和效率,促进了学生学习成绩的提高。

Objective To investigate the effect of pathological digital teaching platform on experimental teaching of pathology. Methods The pathological digital teaching platform was established, including the general digital specimen, virtual slides of typical cases and the network learning platform. Then the 2012, 2013 grade clinical medical undergraduate students were selected as the research objects, which received pathology course based on traditional teaching mode(control group), pathological digital teaching platform and online independent learning(test group), respective-ly. The rates of satisfaction to experimental pathology teaching, the scores of pathology experimental examination were compared between two groups. Results Compared with the control group, 66.4%~83.2% students in the test group believed that the digital slides teaching had enriched the learning methods and learning content, improved the learning interest and learning efficiency, and was beneficial to improve their test scores of pathology. The results of specimen examination showed that the scores of the students in the test group were significantly better than that in the control group at the end of term,(13.080±1.792) vs(12.554±1.463), P=0.000. Conclusion The teaching mode of pathological digital teaching platform benefits students by enhancing their interest of pathology, enriching the teaching content, and improving the efficiency of student learning and achievement.