用于学习大体解剖学的数字讲座：其效果研究
Digital lectures for learning gross anatomy: a study of their efficacy.
作者信息
Singh Anudeep, Min Aung Ko Ko
机构信息
Department of Anatomy Mahsa University, Kuala Lumpur, Malaysia.
Department of Public Health, Mahsa University, Kuala Lumpur, Malaysia.
出版信息
Korean J Med Educ. 2017 Mar;29(1):27-32. doi: 10.3946/kjme.2017.50. Epub 2017 Feb 28.
PURPOSE
The current study investigates the level of students' learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students.
METHODS
The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software.
RESULTS
The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further.
CONCLUSION
The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.
目的
本研究调查了在使用数字讲座向一年级医学生讲授大体解剖学时，学生的学习水平以及他们对教学过程的态度。
方法
该研究对2013级和2014级的一年级医学生进行了抽样。2013级的一年级医学生通过传统课堂讲授学习心脏的大体解剖学，而2014级的学生则使用相同内容的数字讲座进行学习。对2014级学生进行了一次复习课。向学生发放了一份包含19个条目的调查问卷，以调查他们的态度和反馈。使用SPSS软件对数据进行分析。
结果
2014级学生简答题的平均得分为47.65分，选择题的平均得分为51.19分，而2013级学生简答题的平均得分是36.80分，选择题的平均得分是49.22分。发现每种类型问题的得分差异具有统计学意义。使用5点李克特量表，当被问及是否喜欢教学过程并希望进一步应用时，学生给出的平均分为4.11分。
结论
研究结果提供了有力证据，表明数字教学过程受到学生的好评，并且还可以提高学习成绩。数字讲座可以为讲授大体解剖学的课堂讲座提供令人满意的替代方式，从而在学习中提供灵活性和高效性，同时也腾出讲座时间以促进掌握式学习。
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