Effects of internet-based quiz on the teaching of Pathophysiology
10.3760/cma.j.issn.2095-1485.2019.10.004
- VernacularTitle: 基于互联网平台的随堂测验在病理生理学教学中的应用
- Author:
Dunzhu DANZENG
1
;
Lanzi GONGGA
Author Information
1. Teaching and Research Section of Function, Department of Basic Medicine, Medical College, Tibet University, Lhasa 850000, China
- Publication Type:Journal Article
- Keywords:
Internet;
Quiz;
Pathophysiology;
Teaching
- From:
Chinese Journal of Medical Education Research
2019;18(10):986-990
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the effects of internet-based quiz on pathophysiological teaching.
Methods:undergraduates from two different classes (41 of batch 2107 from nursing and 49 of batch 2016 from pharmacy) taught by the same teacher were enrolled in the study and randomized into quiz group and control group to compare their teaching effect. Indexes evaluated were scores of midterm exam and final exam, students' teaching evaluation scores and teachers' self-evaluation scores. T test for data analysis was performed by SPSS 20.0.
Results:the scores of each general question and the total scores of midterm exam in the quiz group were higher than those in the control group, with statistically significant differences (P<0.005), except for the scores of short-answer and discussion questions. The scores of each general question and the total scores of final exams in the quiz group were higher than those in the control group, with statistically significant differences (P<0.005). Scores of knowledge memory, learning efficiency, learning interest, learning activeness and students' evaluation for the same teacher in the quiz group were significantly higher than those in the control group. There were no significant differences between two groups in the scores of classroom management, teacher's professional ethics, teaching democracy, homework, teaching capacity and teaching interaction. When using these two teaching methods, the scores of teachers for comprehending students' study, motivating students to study, saving working time, saving resources and teachers' self-evaluation in the quiz group were higher than those in the control group, with statistically significant differences (P<0.05). There were no statistical differences between two groups in the scores of classroom management, teacher's professional ethics, teaching democracy, homework, teaching capacity and teaching interaction.
Conclusion:Internet-based quiz is an effective way to improve students' study, so as to improve the teaching quality.
