Dominis M, Nola M, Jukić S, Fishback J, Damjanov I
Pathology Unit, Department of Gynecology and Obstetrics, Zagreb University School of Medicine, Petrova 3, 10000 Zagreb, Croatia.
Croat Med J. 1999 Sep;40(3):425-8.
To review the experience gained in transferring USA computer-based teaching system of medical school pathology to Croatia.
Computer-based teaching program of pathology developed at the University of Kansas School of Medicine, Kansas City, Kansas, USA, was transferred to the University of Zagreb School of Medicine, Zagreb, Croatia. The experimental group of 49 students was enrolled into this computer-based program. Their performance was compared with that of 195 classmates enrolled in the standard course. Objective (performance on the examinations) and subjective data (students' interviews and written evaluations of the course) were analyzed.
The computer program was operational 5 months from the inception of the transfer. It was well received by the students, even though many initially complained that it required more effort and a continuous commitment. The major problems concerned scheduling, reflecting various requirements i mposed on students by other departments teaching in parallel with the Pathology course. Objective data gathered so far indicate that the students enrolled in the computer-based program took the first midterm examination at a significantly higher rate than the rest of the class (p<0.001), and passed the examination with significantly better grades (p<0.001).
Computer-based teaching programs can be readily transferred to other countries. Full implementation of the program, however, may require significant changes in the existing curriculum in the medical school to which such a program has been transferred or considerable modifications in the program adopted for transfer. It appears that the students enrolled in the computer-based program perform better than students in the standard pathology course.
回顾将美国医学院病理学计算机教学系统引入克罗地亚所获得的经验。
美国堪萨斯州堪萨斯城堪萨斯大学医学院开发的病理学计算机教学项目被引入克罗地亚萨格勒布大学医学院。49名学生组成实验组参与该计算机教学项目。将他们的表现与195名参加标准课程的同学进行比较。对客观数据（考试成绩）和主观数据（学生访谈及对课程的书面评价）进行分析。
从引入开始5个月后计算机程序即可运行。尽管许多学生最初抱怨该程序需要付出更多努力且要持续投入，但它还是受到了学生们的欢迎。主要问题涉及课程安排，这反映了与病理学课程并行授课的其他部门对学生提出的各种要求。目前收集到的客观数据表明，参与计算机教学项目的学生参加第一次期中考试的比例明显高于班级其他同学（p<0.001），并且考试成绩明显更好（p<0.001）。
基于计算机的教学项目可以很容易地引入其他国家。然而，该项目的全面实施可能需要对引入该项目的医学院现有课程进行重大调整，或者对引入的项目进行相当大的修改。似乎参与计算机教学项目的学生比参加标准病理学课程的学生表现更好。
