基础医学与临床 ›› 2021, Vol. 41 ›› Issue (8): 1242-1246.

• 医学教育 • 上一篇    

COVID-19流行期间远程教学对医学生的影响

留永健, 田欣伦*, 徐凯峰   

  1. 中国医学科学院 北京协和医院 呼吸与危重症医学科,北京 100730
  • 收稿日期:2020-08-13 修回日期:2020-11-23 出版日期:2021-08-05 发布日期:2021-07-21
  • 通讯作者: *xinlun_t@pumch.cn

Effect of web-based teaching on medical education during COVID-19 pandemic in China

LIU Yong-jian, TIAN Xin-lun*, XU Kai-feng   

  1. Department of Pulmonary and Critical Care Medicine, Peking Union Medical College Hospital, CAMS & PUMC, Beijing 100730, China
  • Received:2020-08-13 Revised:2020-11-23 Online:2021-08-05 Published:2021-07-21
  • Contact: *xinlun_t@pumch.cn

摘要: 目的 回顾和评价COVID-19疫情期间远程教学的效果,探索未来可持续发展的满足医学生需要的教学方式。方法 采取问卷调查方式,问卷内容包括:网课学习的时间、效果、优点和缺点、是否观看课程回放、是否愿意日后接收远程课程等方面。 共有108位医学生参与问卷调查并回复了全部问题。结果 67位学生(62%)认为远程教学可以达到实体课程80%以上的效果。30位学生(28%)担心远程学习导致自己未能全面掌握知识。影响远程教学效果的最常见的因素是注意力不集中(64%)和网络不稳定(57%)。远程教学的优势包括:时间自由(85%),地点自由(83%),舒适度高(59%)和节约时间(56%)。87位学生(81%)愿意在今后继续接受远程教学。自觉远程教学的效果越好,学生就越倾向于选择网络授课;而担心远程课程导致自己掌握不足的学生,倾向于选择面授(P<0.01)。不能集中注意力是不选择远程教学的主要原因(P<0.001)。结论 COVID-19流行期间,多数医学生认为远程教学是一种学习医学知识的可行办法,效果较好。

关键词: 远程教学, 医学教学, 效果

Abstract: Objective To review and evaluate the effect and learning outcomes of web-based teaching during COVID-19 pandemic and find the pathway of continuous development of teaching method to meet the learners' needs in future. Methods Eighteen questions included time period of web-based learning, effects, advantages and disadvantages of the learning, the willingness of students to accept web-based learning pathway. One hundred and eight medical students completed survey by response to the questionnaires. Results Only 12 students (11%) believed they could get 100% from web-based teaching as compared with face-to-face teaching, while 55 students (51%) believed they could get 80%-99% from their web-based teaching. Thirty-four students (31%) thought current web-based teaching did not bring their learning anxiety, but 30 students (28%) thought the web-based teaching brought their anxiety because of worrying not able to understand the courses thoroughly. Sixty-nine (64%) students would like to take the playback of the courses. The most common factor affecting the effect of web-based courses was absent-mindedness (64%), followed by trouble of internet access (57%). The advantages of web-based teaching courses included: flexible time (85%), freedom of place(83%), more comfortable learning environment (59%) and saving time (56%). Eighty-seven students (81%) were willing to obtain web-based teaching in their future medical learning, and only 21 students (19%) were reluctant to have web-based teaching. The higher the proportion of understanding of online courses compared to face-to-face courses, the more likely they were to choose online courses (P<0.01). Students who felt anxiety because of worrying not learned thoroughly would not choose the web-based teaching (12/21 vs. 18/87, P<0.01). Fail to keep concentration at learning was the main reason why students do not like online teaching in the future when the pandemic is over (7/21 vs. 75/87, P<0.001). Conclusions During on the pandemic of COVID-19, most medical students thought web-based teaching is a feasible way to learn medical courses and can achieve relatively good effect.

Key words: web-based teaching, medical education, effect

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