Current situation of online teaching of medical courses and enlightenments — taking Xiangya School of Medicine of Central South University as an example
10.3760/cma.j.issn.2095-1485.2020.12.117
- VernacularTitle:医学课程线上教学现状与启示——以中南大学湘雅医学院为例
- Author:
Li FENG
1
;
Ling TAO
;
Ziqing ZHU
;
Xiaoyan LONG
Author Information
1. 中南大学湘雅医院神经内科，长沙 410008
- Keywords:
COVID-19 epidemic;
Medical education;
Online teaching
- From:
Chinese Journal of Medical Education Research
2023;22(3):443-447
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the medical students' general understanding of online teaching and online learning of medical courses during the COVID-19 epidemic, and to analyze the satisfaction with online medical curriculum and its influencing factors.Methods:A total of 188 medical students in Xiangya School of Medicine of Central South University were investigated anonymously with a self-designed questionnaire. SPSS 26.0 was used for analyzing the relevant data, t test or variance analysis was conducted for coparison between groups, with test level α= 0.05. Results:The 88.83% (167) of the students believed that online teaching was much necessary, and the greatest advantage of online teaching was that they could arrange their learning time freely. However, 59.57%(112) of the students thought that the learning consciousness was reduced, and 49.47% (93) of the teachers were inadaptable to the change of teaching platform and 59.57% (112) teachers could not adapt to the change of teaching may be the main reasons affecting the teaching quality.Conclusion:Students have a high degree of acceptance of online teaching during the epidemic, but there are some problems such as decreased self-discipline, insufficient interaction between teachers and students, dissatisfaction with the construction of online course platform, inability to visit the laboratory and practice in the hospital, and so on. The investigation is still helpful to revise the medical education model in the post-epidemic period and the future. Our results suggest that the combination of online and offline teaching mode can be adopted in medical theory class and PBL discussion class, and at the same time, the construction of online learning resources for clinical practice and medical experiments should be strengthened.
