Goldberg Harry R, Dintzis Renee
The Johns Hopkins School of Medicine, The Johns Hopkins University, Baltimore, Maryland 21205, USA.
Adv Physiol Educ. 2007 Sep;31(3):261-5. doi: 10.1152/advan.00125.2006.
Team-based virtual microscopy and on-line learning were used to transform the first-year Physiology/Histology course at The Johns Hopkins School of Medicine into a student-centered learning environment. Prior to each laboratory session, students were required to view prelaboratory virtual lectures and examine digital slides that had been enhanced with annotations and 2-min microlectures. The laboratory classroom was then used for team-based learning exercises including student presentations and small-group discussions designed to integrate histology and physiology. The results of quantitative assessments indicated an 8- to 14-point increase over the identical final exams given over the past 5 yr. Means (+/-SD) of percent correct answers on the final exam were found to be 75.2% (11.1%), 72.5% (12.6%), 70.5% (12.6%), 73.6% (11.3%), 73.1% (12.2%), and 84.1% (9.1%) for years 2001-2006, respectively. The mean test scores for all other years were statistically lower compared with 2006, as determined by the Bonferroni post hoc multiple-comparison test (P < 0.001 for all years).
基于团队的虚拟显微镜和在线学习被用于将约翰霍普金斯医学院的第一年生理学/组织学课程转变为以学生为中心的学习环境。在每次实验课之前，学生们需要观看实验前的虚拟讲座，并检查带有注释和2分钟微讲座的数字幻灯片。然后，实验室教室用于基于团队的学习练习，包括学生展示和旨在整合组织学和生理学的小组讨论。定量评估结果表明，与过去5年进行的相同期末考试相比，成绩提高了8至14分。2001年至2006年期末考试正确答案百分比的平均值（±标准差）分别为75.2%（11.1%）、72.5%（12.6%）、70.5%（12.6%）、73.6%（11.3%）、73.1%（12.2%）和84.1%（9.1%）。根据Bonferroni事后多重比较检验，与2006年相比，所有其他年份的平均考试成绩在统计学上更低（所有年份P<0.001）。
