探索线上和线下教学方法对医学生认知能力的影响：一项比较研究。
Exploring the impact of online and offline teaching methods on the cognitive abilities of medical students: a comparative study.
机构信息
Xiangya School of Medicine, Central South University, Changsha, China.
Shanghai Key Laboratory of Psychotic Disorders, Brain Health Institute, Shanghai Mental Health Center, National Center for Mental Disorders, Shanghai Jiaotong University School of Medicine, Shanghai, China.
出版信息
BMC Med Educ. 2023 Aug 8;23(1):557. doi: 10.1186/s12909-023-04549-x.
BACKGROUND
Online education has become increasingly popular, but research on the effectiveness of different teaching models in developing cognitive skills is limited. This study investigated the relationship between different teaching models (online and offline) and the development of cognitive skills in clinical medicine students.
METHODS
Survey data were collected from 2018 entry students who participated in online teaching and 2019 entry students in offline teaching at Xiangya School of Medicine, Central South University. National Quality Open Courses (NQROC) were provided to both groups of students. The study examined the total score of physiology final exam, score of each type of question, and NQROC learning engagement in different score segments under the two teaching models. Non-parametric statistical methods were utilized to analyze the total score of physiology final exam, score of each type of question, and the NQROC learning engagement. Spearman's rank correlation was utilized to analyze the relationship between the score of physiology final exam and the students' NQROC learning engagement.
RESULTS
The study found no statistically significant difference in the total score, short-answer questions (SAQs) score, and case study questions (CSQs) score between online and offline teaching models. However, the multiple-choice questions (MCQs) score was higher in the online teaching model (Z=-4.249, P < 0.001), suggesting that online teaching may be an effective way to improve lower-order cognitive skills among students. In contrast, low-achieving students had higher total scores (Z=-3.223, P = 0.001) and scores in both MCQs (Z=-6.263, P < 0.001) and CSQs (Z=-6.877, P < 0.001) in the online teaching model. High-achieving students in the online teaching model had higher total scores (Z=-3.001, P = 0.003) and MCQs scores (Z=-5.706, P < 0.001) but lower scores in CSQs (Z=-2.775, P = 0.006). Furthermore, students' NQROC learning engagement was greater in the online teaching model.
CONCLUSIONS
The results of this study suggested that online teaching was not statistically significantly different from offline in cognitive domains and was more desirable than offline in strengthening lower-order cognitive skills. However, it was important to note that offline teaching may be more effective in reinforcing higher-order cognitive skills among high-achieving students. In conclusion, this study provided important insights into the effectiveness of different teaching models in developing cognitive skills among medical students and highlighted the potential benefits of online teaching in enhancing students' lower-order cognitive skills.
背景
在线教育越来越普及，但关于不同教学模式在培养认知技能方面的有效性的研究有限。本研究调查了不同教学模式（在线和离线）与临床医学学生认知技能发展之间的关系。
方法
本研究收集了来自 2018 年入学的参加在线教学和 2019 年入学的参加离线教学的湘雅医学院学生的调查数据。两组学生都接受了国家精品开放课程（NQROC）的教学。该研究考察了两种教学模式下生理学期末考试的总分、各类试题的分数以及 NQROC 的学习参与度在不同分数段的情况。采用非参数统计方法分析生理学期末考试总分、各类试题分数以及 NQROC 的学习参与度。采用 Spearman 秩相关分析生理学期末考试成绩与学生 NQROC 学习参与度之间的关系。
结果
研究发现，在线教学模式和离线教学模式之间的生理学期末考试总分、简答题（SAQs）分数和病例研究题（CSQs）分数没有统计学上的显著差异。然而，在线教学模式的多项选择题（MCQs）分数更高（Z=-4.249，P<0.001），这表明在线教学可能是提高学生较低阶认知技能的有效方法。相比之下，在线教学模式中的低成就学生具有更高的总分（Z=-3.223，P=0.001）和 MCQs 分数（Z=-6.263，P<0.001）和 CSQs 分数（Z=-6.877，P<0.001）。在线教学模式中的高成就学生具有更高的总分（Z=-3.001，P=0.003）和 MCQs 分数（Z=-5.706，P<0.001），但 CSQs 分数较低（Z=-2.775，P=0.006）。此外，学生在 NQROC 的学习参与度在在线教学模式中更高。
结论
本研究结果表明，在线教学在认知领域与线下教学没有统计学上的显著差异，在强化低阶认知技能方面比线下教学更可取。然而，需要注意的是，线下教学在强化高成就学生的高阶认知技能方面可能更为有效。综上所述，本研究为不同教学模式在培养医学生认知技能方面的有效性提供了重要见解，并强调了在线教学在提高学生较低阶认知技能方面的潜在益处。
Zotero 插件