Gillois Pierre, Pagonis Daniel, Vuillez Jean-Philippe, Bosson Jean-Luc, Romanet Jean-Paul
UJF-Grenoble 1, CNRS, TIMC-IMAG UMR 5525, Themas, 38041 Grenoble, France.
Presse Med. 2013 Feb;42(2):e44-52. doi: 10.1016/j.lpm.2012.02.051. Epub 2012 Aug 22.
Before 2005, at Grenoble, the teaching of the first year of medicine satisfied neither the students, nor the teachers anxious to exempt a correctly targeted effective teaching.
By 2006, the Grenoble-native teaching method was reformed in-depth with the introduction of information and communication technology (ICT) in education. Each sequence was over 4 weeks connecting: self- learning using multi-media resources, questions submitted online, meetings with teaching staff for interactive question-answer sessions in the presence of the teacher,) tutorials animated by older students for Multiple Choice Question (MCQ) training in preparation for the exams. The whole health formation was structured in 12 cycles of this same structured sequence. Since 2010, this method was extended from the faculty of medicine to the faculty of pharmacy and maieutic. Each year, more than 1600 students, 40 teachers and 140 tutors are concerned. The ICT laboratory was responsible for the production of the multi-media support, of the management of the questions online, the collection and the treatment of the evaluations of the lesson by the students. It also took part in the preparation of the MCQ trainings and after each sequence, delivered to students their personal ranking.
Staffs between teachers and students are organized for the 12 cycles. The teachers' and students' opinions were analyzed to evaluate the reforms and allow teaching methods to be adapted accordingly. The expressed satisfaction' rate vary from 85% with more than 91% by students and teachers. The intensive use of new information and communication technologies is well accepted, by both sides: teachers and students. After each tutorial, students had their results and their rank, which are linked with the contest result. The mean of the 12 notes obtained during the tutorials is correlated with the note with the contest (R of Spearman=0.75). Student profiles at registration and success in the exams following the reform are described. The keys to success (e.g. social background, high school specialization) seem to be modified by the reform providing greater equality of opportunity between students.
Since 2006, the teachers have adopted this teaching reform. All the returns from the students but also the staff and the teachers, allowed us to improve teachings quality. This teaching reform modified the profiles and the characteristics of the students received with the contest as well as the nature of the factors of this success.
2005年之前，在格勒诺布尔，医学一年级的教学既不能让学生满意，也无法让急于实施目标明确、行之有效的教学的教师满意。
到2006年，格勒诺布尔当地的教学方法进行了深度改革，在教育中引入了信息通信技术（ICT）。每个教学环节为期4周以上，包括：使用多媒体资源进行自主学习、在线提交问题、与教师会面进行互动问答、由高年级学生主持辅导课以进行多项选择题（MCQ）训练，为考试做准备。整个健康培训由12个相同结构的教学环节组成。自2010年起，这种方法从医学院扩展到药学院和助产学院。每年有超过1600名学生、40名教师和140名辅导员参与其中。ICT实验室负责制作多媒体支持材料、管理在线问题、收集和处理学生对课程的评价。它还参与MCQ训练的准备工作，并在每个教学环节结束后向学生提供个人排名。
师生之间围绕12个教学环节进行了组织安排。对教师和学生的意见进行了分析，以评估改革情况，并据此调整教学方法。所表达的满意度从85%到学生和教师超过91%不等。新信息通信技术的大量使用得到了师生双方的认可。每次辅导课后，学生都能得到自己的成绩和排名，这些与竞赛成绩相关。辅导课期间获得的12次成绩的平均值与竞赛成绩相关（斯皮尔曼相关系数R = 0.75）。描述了改革后注册时的学生概况以及考试成绩情况。成功的关键因素（如社会背景、高中专业）似乎因改革而发生了变化，为学生提供了更大的机会平等。
自2006年以来，教师们采用了这项教学改革。来自学生以及教职员工和教师的所有反馈使我们能够提高教学质量。这项教学改革改变了通过竞赛录取的学生的概况和特点以及成功因素的性质。
