Construction of digital network platform of morphology of laboratory medicine and its application on clinical teaching
10.3760/cma.j.cn116021-20191120-00207
- VernacularTitle:医学检验形态学的数字化网络平台建设与临床教学评价
- Author:
Xiangju LEI
1
;
Ping CHEN
;
Lihua WANG
;
Feixiang YANG
;
Wu CHEN
Author Information
1. 湖北医药学院附属东风医院检验医学部，十堰 442008
- From:
Chinese Journal of Medical Education Research
2020;19(8):911-915
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the digital network platform construction of morpghology of laboratory medicine and its effects on clinical teaching.Methods:Laboratory morphological inspection pictures of peripheral blood, bone marrow slices, urinary sediments, parasites, secretions, cavity effusion, medical microorganisms and chromosome specimens were collected to build a digital network platform for online learning, practical training, and examination by applying Authorware multimedia software, Access database, and Web interface. Afterwards thirty interns on laboratory medicine were randomized into two groups: traditional teaching group and software teaching group for morphological assay examination. The differences in theoretical scores, exam time, practical operation scores, and satisfaction rates between two groups were statistically analyzed by t test and Pearson Chi-square test using SPSS 13.0. Results:The software teaching group showed significantly higher theoretical and practical scores [(88.0 ± 6.4); (85.3 ± 7.1)] than traditional teaching group [(76.3±8.1); (80.3±7.9)] (both P=0.000 1), and its theoretical exam time [(93.7 ± 10.5) minutes] was significantly shorter than traditional teaching group [(115.8±16.2) minutes] ( P=0.033 8). The questionnaire survey results showed that software teaching group showed higher satisfaction rates in the aspect of teaching content systematization, diversity of teaching methods, clinical learning interest and fairness of assessment than traditional teaching group, with statistical significance ( P<0.05). Conclusion:The software teaching model could improve quality and efficiency in teaching morphological assay, enhance students' learning autonomy and professional skills, and provide a powerful platform to adapt to vocational innovation of laboratory medicine education.
