摘要
目的探索梅耶多媒体学习理论在诊断学问诊教学中的应用。方法依据梅耶多媒体学习理论构建虚拟问诊学习系统,比较线下教学和线上教学两种情况下采用该系统的教学模式与常规教学模式学生问诊专项考试成绩和满意率评价情况。选取徐州医科大学2018级临床医学专业本科学生114人进行线下教学试验,随机分为试验组1(n=56)和对照组1(n=58)。试验组1采用基于虚拟问诊学习系统的PBL结合翻转课堂的混合教学模式,对照组1采用基于常规多媒体的传统课堂教学模式。选取徐州医科大学2019级临床医学专业本科学生118人进行线上教学试验,随机分为试验组2(n=60)和对照组2(n=58)。试验组2采用基于虚拟问诊学习系统的线上直播教学模式,对照组2采用常规线上录播教学模式。结果线下教学试验中试验组1问诊专项考试成绩为(85.36±8.45)分,高于对照组1的(78.33±10.88)分(t=3.843,P<0.001)。在满意率方面,教学效果、提高学习兴趣、营造直观学习体验、提高学习主动性、提高问诊能力、提高沟通协作能力六个项目中试验组1和对照组1的满意率分别为:96.43%和84.48%(χ^(2)=4.464,P=0.031)、93.86%和79.31%(χ^(2)=4.334,P=0.037)、98.21%和81.03%(χ^(2)=8.928,P=0.003)、96.43%和77.59%(χ^(2)=8.852,P=0.003)、98.21%和79.31%(χ^(2)=10.078,P=0.002)、92.86%和75.86%(χ^(2)=6.189,P=0.013),试验组1均高于对照组1。但在引导主动思考、方便自学两个项目中差异无统计学意义(均P>0.05)。线上教学试验中,试验组2问诊专项考试成绩为(83.75±5.43)分,高于对照组2的(74.26±7.36)分,差异具有统计学意义(t=7.949,P<0.001)。在教学效果、提高学习兴趣、营造直观学习体验、提高学习主动性、提高问诊能力、提高沟通协作能力六个项目中试验组2和对照组2的满意率分别为:91.67%和75.86%(χ^(2)=5.453,P=0.020)、93.33%和72.41%(χ^(2)=9.169,P=0.002)、95.00%和70.69%(χ^(2)=12.382,P<0.001)、96.67%和77.59%(χ^(2)=9.676,P=0.002)、100%和70.69%(χ^(2)=12.382,P=0.001)、95.00%和68.97%(χ^(2)=13.664,P<0.001),试验组2均高于对照组2。但引导主动思考、方便自学两个项目的差异无统计学意义(均P>0.05)。结论在线下教学和线上教学两种情况下,基于梅耶多媒体学习理论构建的虚拟问诊学习系统均能够帮助学生更好地掌握问诊技能,提升了诊断学问诊教学效果。
Objective To explore the application of Mayer's multimedia learning theory in inquisition teaching in Clinical Diagnostics.Methods A virtual inquisition learning system based on Mayer's multimedia learning theory was constructed and applied in Diagnostics teaching practice.At the end of the course,an inquisition exam and a student satisfaction assessment were given to evaluate the application effects compared with those of traditional teaching method.114 clinical undergraduates of grade 2018 were selected and divided into the experimental group1(n=56)and the control group1(n=58)randomly.The experimental group1 implemented combined PBL and flipped classroom teaching method by using virtual inquisition teaching system.The control group1 adopted traditional teaching method by using conventional multimedia.118 clinical undergraduates of grade 2019 were also divided into the experimental group2(n=60)and the control group2(n=58)randomly.The experimental group2 implemented online live teaching by using virtual inquisition teaching system.The control group2 adopted pre-recorded teaching by using conventional multimedia.Results In the offline teaching experiment,the inquisition test score(85.36±8.45)of the experimental group1 was higher than that of the control group1(78.33±10.88)(t=3.843,P<0.001).The degrees of satisfaction to the course,enhancing interests in learning,intuitive learning experiences,learning initiatives,inquisition ability,communication and collaboration skills of the experimental group1 and the control group1 were 96.43%and 84.48%(χ^(2)=4.464,P=0.031);93.86%and 79.31%(χ^(2)=4.334,P=0.037);98.21%and 81.03%(χ^(2)=8.928,P=0.003);96.43%and 77.59%(χ^(2)=8.852,P=0.003);98.21%and 79.31%(χ^(2)=10.078,P=0.002);92.86%and 75.86%(χ^(2)=6.189,P=0.013),respectively.All data of the experimental group1 were higher than those of the control group1.But the degrees of guiding students'actively thinking and convenient for self-learning for the experimental group1 and the control group1 were revealed no statistical significance(P>0.05).In the online teaching experiment,the test score of the experimental group2 of grade 2019(83.75±5.43)was higher than that of the control group2(74.26±7.36)(t=7.949,P<0.001).The degrees of the satisfaction to the course,enhancing interests in learning,intuitive learning experiences,learning initiatives,inquisition ability,communication and collaboration skills of experimental group2 and control group2 were 91.67%and 75.86%(χ^(2)=5.453,P=0.020);93.33%and 72.41%(χ^(2)=9.169,P=0.002);95.00%and 70.69%(χ^(2)=12.382,P<0.001);96.67%and 77.59%(χ^(2)=9.676,P=0.002);100%and 70.69%(χ^(2)=12.382,P=0.001);95.00%and 68.97%(χ^(2)=13.664,P<0.001),respectively.All these data of the experimental group2 were higher than those of the control group2.But the degrees of guiding students'actively thinking and convenient for self-learning for the experimental group2 and the control group2 were revealed no statistical significance(P>0.05).Conclusion In the situation of both online and offline teaching,the application of the virtual inquisition learning system based on Mayer's multimedia learning theory can help students better grasp the methods and skills of inquisition.It has been improved the quality of inquisition teaching in Clinical Diagnostics.
作者
范雪雪
董晨
王志荣
FAN Xuexue;DONG Chen;WANG Zhirong(The First Clinical Medical College,Xuzhou Medical University,Xuzhou 221004,China;The First Clinical Medical College,The Affiliated Hospital,Xuzhou Medical University,Xuzhou 221002,China)
出处
《中国医学教育技术》
2024年第2期194-201,共8页
China Medical Education Technology
基金
江苏省高等教育学会评估委员会课题(2021-C151)
徐州医科大学高等教育改革研究课题(Xjyppzx201604)。
关键词
梅耶多媒体学习理论
多媒体虚拟问诊学习系统
诊断学问诊教学
Mayer's multimedia learning theory
multimedia inquisition learning system
inquisition teaching in Clinical Diagnostics
