基于梅耶多媒体学习理论的诊断学问诊教学探索与实践
Exploration and practice of inquisition teaching in Clinical Diagnostics based on Mayer's multimedia learning theory
范雪雪 1董晨 2王志荣2
作者信息
- 1. 徐州医科大学 第一临床医学院,江苏 徐州 221004
- 2. 徐州医科大学 第一临床医学院,江苏 徐州 221004;徐州医科大学 附属医院,江苏 徐州 221002
- 折叠
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%(χ2=4.464,P=0.031)、93.86%和 79.31%(χ2=4.334,P=0.037)、98.21%和 81.03%(χ2=8.928,P=0.003)、96.43%和77.59%(χ2=8.852,P=0.003)、98.21%和 79.31%(χ2=10.078,P=0.002)、92.86%和 75.86%(χ2=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%(χ2=5.453,P=0.020)、93.33%和 72.41%(χ2= 9.169,P=0.002)、95.00%和70.69%(χ2=12.382,P<0.001)、96.67%和77.59%(χ2=9.676,P= 0.002)、100%和70.69%(χ2=12.382,P=0.001)、95.00%和68.97%(χ2=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.
Abstract
Objective To explore the application of Mayer's multimedia learning theory in inqui-sition 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 teach-ing method by using virtual inquisition teaching system.The control group1 adopted traditional teach-ing method by using conventional multimedia.118 clinical undergraduates of grade 2019 were also di-vided 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 teach-ing 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%(χ2=4.464,P=0.031);93.86%and 79.31%(χ2=4.334,P=0.037);98.21%and 81.03%(χ2=8.928,P=0.003);96.43%and 77.59%(χ2=8.852,P=0.003);98.21%and 79.31%(χ2=10.078,P=0.002);92.86%and 75.86%(χ2=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 stu-dents'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 inter-ests 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%(χ2=5.453,P=0.020);93.33%and 72.41%(χ2=9.169,P=0.002);95.00%and 70.69%(χ2= 12.382,P<0.001);96.67%and 77.59%(χ2=9.676,P=0.002);100%and 70.69%(χ2=12.382,P=0.001);95.00%and 68.97%(χ2=13.664,P<0.001),respectively.All these data of the experi-mental group2 were higher than those of the control group2.But the degrees of guiding students'ac-tively 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 learn-ing theory can help students better grasp the methods and skills of inquisition.It has been improved the quality of inquisition teaching in Clinical Diagnostics.
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Key words
Mayer's multimedia learning theory/multimedia inquisition learning system/inquisi-tion teaching in Clinical Diagnostics引用本文复制引用
基金项目
江苏省高教学会评估委员会项目(2021-C151)
徐州医科大学高等教育改革研究项目(Xjyppzx201604)
出版年
2024
国家科技期刊平台
NSTL
万方数据