Franson Kari L, Dubois Eline A, de Kam Marieke L, Cohen Adam F
Centre for Human Drug Research and Leiden University Medical Centre, Leiden, The Netherlands.
Br J Clin Pharmacol. 2008 Jul;66(1):135-41. doi: 10.1111/j.1365-2125.2008.03167.x. Epub 2008 May 27.
Clinical pharmacology at the Leiden University Medical Centre is primarily taught by the Teaching Resource Centre's (TRC) Pharmacology database. The TRC program contains schematic graphics using a unique icon language, explanation texts and feedback questions to explain pharmacology as it pertains to pathophysiology. Nearly each course of the curriculum has a chapter in the TRC database offered for self-study. Since using the TRC program is not compulsory, the question remains whether students benefit from using it.
We compared the parameters of log-in attempts and time spent at each topic with students' final exam grades. Instead of looking at the regression of time spent on TRC on grade for one course, we looked at the individual student regression of time spent on TRC for different courses on grades. Spending more time using the TRC being associated with higher grades within an individual is a more powerful result than between students within a course, as better students are likely to spend more time using the TRC.
Students increasingly used the program throughout the curriculum. More importantly, the time spent using the program showed that increased TRC use by an individual student is associated with a (small) increase in grade. As expected for a noncompulsory activity, better students (those with higher than average exam scores) logged in to the TRC more frequently, but poorer students appeared to have a larger benefit.
An increase in TRC use by an individual student correlates with an increase in course grades.
莱顿大学医学中心的临床药理学主要通过教学资源中心（TRC）的药理学数据库进行教授。TRC程序包含使用独特图标语言的示意图、解释文本和反馈问题，以解释与病理生理学相关的药理学内容。课程中的几乎每门课程在TRC数据库中都有一章供自学使用。由于使用TRC程序并非强制要求，因此学生是否能从使用该程序中受益仍是个问题。
我们将登录尝试参数和在每个主题上花费的时间与学生的期末考试成绩进行了比较。我们没有研究一门课程中在TRC上花费的时间与成绩的回归关系，而是研究了不同课程中单个学生在TRC上花费的时间与成绩的回归关系。对于个体而言，在TRC上花费更多时间与更高成绩相关，这一结果比同一课程内学生之间的结果更具说服力，因为成绩较好的学生可能会花更多时间使用TRC程序。
在整个课程学习过程中，学生对该程序的使用越来越多。更重要的是，使用该程序所花费时间表明，单个学生对TRC程序使用的增加与成绩的（小幅）提高相关。正如对非强制性活动的预期那样，成绩较好的学生（考试成绩高于平均分的学生）更频繁地登录TRC，但成绩较差的学生似乎受益更大。
单个学生对TRC程序使用的增加与课程成绩的提高相关。
