Shen Jun, Zhang Shaolin, Sun Dongdong, Ge Ruixiang, Chen Sansong, Fang Jincheng, An Qian
Department of Neurosurgery, The First Affiliated Hospital (YiJiShan Hospital) of Wannan Medical College, Wuhu City, 241001, Anhui, PR China.
Department of Respiratory and Critical Care Medicine, Wuhu Hospital of Traditional Chinese Medicine, Wuhu City, 241001, Anhui, PR China.
BMC Med Educ. 2025 Feb 13;25(1):232. doi: 10.1186/s12909-025-06817-4.
Online teaching has been confirmed as an effective method for maintaining educational quality in many courses. However, it remains unclear whether the teaching effectiveness of face-to-face teaching can be achieved in neurosurgery clinical courses. In this study, we aim to analyze the effect of online teaching on neurosurgery by comparing it with traditional face-to-face teaching and investigating the students' willingness to engage with online teaching, as well as their evaluations of this mode of teaching.
We randomly selected three classes of fourth year medical students who received online teaching and three classes of fourth year medical students who received face-to-face teaching. After completing the neurosurgery curriculum, the study examined the differences between the two groups in terms of satisfaction with the course, theoretical knowledge, and clinical practice abilities, which included medical history inquiry, physical examination, diagnosis, and treatment. In the online teaching setting, a survey was conducted to assess the students' willingness to accept online teaching and to identify its shortcomings.
The self-evaluation items included learning motivation, learning more targeted and more interestingly, clinical thinking ability, clinician-patient communication skills, and teamwork skills. All of these aspects were significantly better in the face-to-face group compared to the online group. Each item's score for clinical practice abilities in the face-to-face group was notably higher than that of the online group. Students' satisfaction with and evaluation of the effectiveness of online teaching were lower than those of face-to-face teaching. The primary drawback of online teaching is the lack of a traditional classroom atmosphere, followed by limited interaction with teachers and classmates.
The face-to-face group had better self-evaluation and clinical practice abilities than the online group. Additionally, students expressed a preference for face-to-face teaching of neurosurgery clinical courses. The absence of a traditional classroom atmosphere is the main drawback of online teaching. Therefore, online teaching cannot completely replace traditional face-to-face teaching in neurosurgery clinical courses.
在线教学已被确认为在许多课程中维持教育质量的有效方法。然而，在神经外科临床课程中，面对面教学的教学效果能否实现仍不明确。在本研究中，我们旨在通过将在线教学与传统面对面教学进行比较，并调查学生参与在线教学的意愿及其对这种教学模式的评价，来分析在线教学对神经外科的影响。
我们随机选择了三个接受在线教学的医学四年级班级和三个接受面对面教学的医学四年级班级。完成神经外科课程后，该研究考察了两组在课程满意度、理论知识和临床实践能力方面的差异，临床实践能力包括病史询问、体格检查、诊断和治疗。在在线教学环境中，进行了一项调查，以评估学生接受在线教学的意愿并找出其缺点。
自我评价项目包括学习动机、学习更具针对性和趣味性、临床思维能力、医患沟通技巧和团队合作技巧。与在线组相比，面对面组在所有这些方面都明显更好。面对面组临床实践能力的各项得分显著高于在线组。学生对在线教学的满意度和对其有效性的评价低于面对面教学。在线教学的主要缺点是缺乏传统课堂氛围，其次是与教师和同学的互动有限。
面对面组的自我评价和临床实践能力优于在线组。此外，学生表示更喜欢神经外科临床课程的面对面教学。缺乏传统课堂氛围是在线教学的主要缺点。因此，在神经外科临床课程中，在线教学不能完全取代传统的面对面教学。
