Application of mobile device-based video teaching in plastic surgery education
10.3760/cma.j.cn116021-20200211-00695
- VernacularTitle:基于移动设备的视频教学方法在整形外科教学中的应用
- Author:
Shuai QIANG
1
;
Qiang LI
;
Fengyong LI
;
Yu ZHOU
;
Yujiao CAO
;
Meichen LIU
;
Kexin CHE
;
Ye YUAN
;
Zhen ZHANG
Author Information
1. 空军军医大学第一附属医院整形外科，西安 710032
- Keywords:
Plastic surgery;
Teaching methods;
Video teaching
- From:
Chinese Journal of Medical Education Research
2021;20(12):1401-1404
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To assess the feasibility and effects of the mobile device-based video teaching in plastic surgery education.Methods:In the study, 22 participants were assigned into two groups according to their standardized training area. The intervention group ( n=11) which was outside Beijing had an unlimited access to video-based education; the control group ( n=11) which was in Beijing received traditional teaching. After the end of the first semester of teaching, the two groups of students were tested on theory and clinical operational theory, and the evaluation results were compared. SPSS 18.0 software was applied for t test and chi-square test. Results:After the first semester, the effect of teaching method was evaluated by the scores of written examination and clinical examination. The average scores of the written test in the intervention group were (38.82±3.22) points, while that in the control group were (38.36±2.98) points, without significant differences between the two groups ( P=0.74); the average scores of the clinical examination theory test in the intervention group and the control group were (46.36±3.44) points and (41.00±5.24) points, respectively, with significant differences between the two groups ( P=0.01). In term of total scores, the average scores of the intervention group were (85.18±4.83) points, and those of the control group were (79.36±5.52) points, with statistical differences between the two groups ( P=0.016). Conclusion:Mobile device-based video teaching in plastic surgery education can not only improve students' performance but also facilitate their clinic skills, which is worth popularizing.
