Application of pediatric visualized teaching network on integrated online-offline teaching of medical students in the eight-year program
10.3760/cma.j.cn116021-20230402-01740
- VernacularTitle:儿科视频影音教学网在八年制医学生线上线下融合教学中的应用评估
- Author:
Meiying QUAN
1
;
Ji LI
;
Xiaoyan TANG
;
Jun ZHAO
;
Zhenghong LI
Author Information
1. 中国医学科学院北京协和医学院北京协和医院儿科，北京 100730
- Keywords:
Pediatric teaching;
Visualized teaching network;
Integrated online-offline teaching model;
Clinical competency
- From:
Chinese Journal of Medical Education Research
2024;23(11):1484-1488
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To establish a pediatric visualized teaching network containing disease images and videos, and to investigate its application effect in assisting the integrated online-offline teaching of pediatric students.Methods:The medical students of classes 2014 and 2015 in the eight-year program who studied as an intern in Department of Pediatrics, Peking Union Medical College Hospital, were enrolled as subjects. The medical students of class 2014 before the application of the pediatric visualized teaching network in the integrated online-offline teaching of pediatrics were enrolled as control group ( n=75), and the medical students of class 2015 after the application of the network were enrolled as experimental group ( n=64). The two groups were compared in terms of the results of group interview and the scores of clinical competency self-assessment scale before and after teaching assisted by the pediatric visualized teaching network. SPSS 26.0 software was used to perform a statistical analysis, with a significance level of α=0.05. Results:During the interview, most students thought that the visualized teaching network improved their learning interest in pediatrics and reduced the emotion of fear of difficulties when they just entered the pediatric internship. They were more confident in operation, and there were also increases in the degree of participation and success rate of operation. There were significant differences between the control group and the experimental group in the scores of six dimensions of the clinical competency self-assessment scale, professional competence [(3.1±0.4) vs. (4.2±0.6), P<0.001], knowledge and skills [(3.7±0.9) vs. (4.2±0.8), P<0.001], patient care [(3.7±0.8) vs. (4.3±0.6), P<0.001], communication and cooperation [(3.7±0.4) vs. (4.2±0.7), P<0.001], teaching ability [(3.8±0.5) vs. (4.3±0.8), P<0.001], lifelong learning [(3.9±0.6) vs. (4.4±0.6), P<0.001]. Conclusions:The visualized teaching network promotes the transformation of offline teaching to integrated online-offline teaching and the optimization of clinical competency-oriented teaching system.
