中华诊断学电子杂志 ›› 2021, Vol. 09 ›› Issue (02) : 78 -83. doi: 10.3877/cma.j.issn.2095-655X.2021.02.002 × 扫一扫
所属专题： 文献；
诊断学教学
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Xiaoyun Xie1, Yisha Li1, Jing Wu2, Ying Huang2,†()
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谢晓韵, 李懿莎, 吴静, 黄颖. 基于考核成绩分析对医学本科生体格检查线上教学模式的反思[J]. 中华诊断学电子杂志, 2021, 09(02): 78-83.
Xiaoyun Xie, Yisha Li, Jing Wu, Ying Huang. An introspection of online teaching of the physical examination in medical undergraduates based on course evaluation result analysis[J]. Chinese Journal of Diagnostics(Electronic Edition), 2021, 09(02): 78-83.
探讨在医学本科生体格检查线上教学中，不同内容进行线上教学的难度和教学效果的差异性，并提出不同教学内容在线上、线下混合式教学中的合理化分配策略。
选择2020年3至6月在中南大学湘雅医院进行诊断学课程学习的医学本科生，共311人，采取线上教学模式，并利用智能学习平台完成体格检查线上考核；对考核成绩按照不同项目内容(8大项目)和项目类型(操作手法和操作理论)进行分层分析，同时，针对体格检查不同项目内容的线上教学难度，对参与体格检查线上教学的8名授课教师和311名学生进行线上问卷调查。
每个项目与除本项以外的其他7项总体成绩比较，腹部检查得分最低(F＝19.59，P<0.01)，心脏和脊柱四肢检查得分较高(F＝13.11，17.85；均P<0.01)。腹部检查操作手法部分得分显著低于其他7大项目总体操作手法部分得分(F＝83.01，P<0.01)，而操作理论部分与其他7项目总体无显著差异(F＝1.29，P>0.05)，颈部、心脏和脊柱四肢检查的操作手法部分得分高于其他项目(F＝24.68，7.61，21.48；均P<0.01)。问卷调查结果显示，师生普遍认为腹部、胸部和心脏检查线上教学难度高于其他项目。
体格检查线上教学按照具体的教学内容不同，其教学难度存在明显差异，因此，在开展线上、线下混合式教学时，应根据这种差异进行内容设计的优化，以提升教学效果。
To investigate the diversity in teaching difficulty and effects in the online course of the physical examination in medical undergraduates, and to propose rationalized rearrangements of the teaching content in blended online and offline teaching.
Three hundred and eleven undergraduate medical students in Xiangya Hospital of Central South University, who participated in the online course of diagnostics in March to June 2020 and completed the final test of physical examination through intelligent network learning platform, were retrospectively analyzed. Analysis of test scores were stratified according to different parts and item subtypes.Meanwhile, course participants(8 teachers and 311 students) were surveyed by online questionnaire about the teaching difficulty and effects of different parts in physical examination.
Among 8 parts of physical examination test, score of the abdominal examination was relatively lower (F=19.59, P<0.01), while scores of the cardiac and spine-extremities examinations were higher than those of the other 7 parts (F=13.11, 17.85, all P<0.01). Score of the operational items of the abdominal examination was lower than those of the other 7 parts (F=83.01, P<0.01), with no distinct difference in theoretical items (F=1.29, P>0.05). While scores of the neck, cardiac and spine-extremities examinations were higher in operational items (F=24.68, 7.61, 21.48, all P<0.01). In questionnaire survey, teachers and students all considered the abdominal, lung and cardiac examinations were more difficult with poorer effects in the online course.
The online teaching of physical examination has obvious differences in teaching difficulty according to the specific teaching content. Therefore, when carrying out online and offline mixed teaching, we should optimize the content design according to the differences, so as to improve the teaching effect.