Evaluation on application effects of medical students′practical base website for humanistic quality ;education
10.3760/cma.j.issn.1672-7088.2016.26.018
- VernacularTitle:医学生人文素质教育实践基地网站的应用效果评价
- Author:
Yuting CUI
;
Huimin ZHAI
;
Haiping YAN
;
Yunian ZHANG
- Publication Type:Journal Article
- Keywords:
Humanistic quality education;
Website;
Application;
Evaluation;
Medical students
- From:
Chinese Journal of Practical Nursing
2016;32(26):2064-2068
- CountryChina
- Language:Chinese
-
Abstract:
Objective To evaluate medical students′ achievements of studying through the practical base website for humanistic quality education. Methods Totally 61 students from school of nursing and 135 students from the first clinical medical college of Southern Medical University in Guangzhou were organized as volunteers. They were divided into the intervention group and the control group (98 people per group) in completely random method by the Random Number Generators of SPSS 20.0. With a two-month experiment, the humanistic knowledge scores and humanistic caring ability scores of these two groups were investigated by the Humanistic Knowledge Test Paper and the Caring Ability Inventory. And the learning effects of the website by the intervention group was evaluated with the self-designed questionnaire. Results There was no significant difference (P>0.05) between students in the intervention group and the control group when it came to general information. Before the experiment, the score of humanistic knowledge test paper, the total score of caring ability inventory, the score in the dimension of cognition, patience, and courage of the intervention group were 6.29 ± 0.58, 172.40 ± 10.00, 58.98 ± 4.22, 51.56 ± 5.22, 61.86 ± 6.40, the scores of the control group were 6.36 ± 0.63, 172.65 ± 13.49, 59.31 ± 4.05, 50.83 ± 6.56, 62.52 ± 7.28, there were no significant differences between the two groups (all P>0.05). After the experiment, the score of humanistic knowledge test paper, the total score of caring ability inventory, the score in the dimension of cognition and courage of the intervention group were 7.82± 0.62, 182.34 ± 12.78, 65.04 ± 9.12, 65.17 ± 6.58, the scores of the control group were 6.37 ± 0.60, 170.73 ± 8.92, 58.29±5.61, 62.36±6.90, there were significant differences between the two groups (t=2.92-16.67, all P<0.01). The scores in the dimension of patience of the intervention group and the control group were 52.12±3.60 and 51.02±4.34, and there was no significant difference (t=1.94,P>0.05). As shown by the evaluation made by students in the intervention group about the learning effect of the website, the average score was the highest in the field of skills (3.95 ± 0.58), followed by the cognitive field (3.92 ± 0.46) and emotional field (3.75 ± 0.66). Most of the respondents believed that web-based learning could deepen students′ understanding of humanistic quality education (4.13 ± 0.57), independent web-based learning could strengthen the application of online resources (4.06±0.59) and students could master communicative skills required in different situations through web-based learning (4.05 ± 0.58). Conclusions Students are satisfied with the practical base website for humanistic quality education, the website has rich learning contents and can improve students′ interests and motivation. Through web-based learning, humanistic knowledge and humanistic caring ability of students can be improved to some extent. But the website is still in development, it needs an evaluation indicators system in order to do further research for all application effects of the website.
