Davis M J, Wythe J, Rozum J S, Gore R W
Department of Medical Physiology, Texas A & M University Health Science Center, College Station 77843, USA.
Am J Physiol. 1997 Jun;272(6 Pt 3):S1-14. doi: 10.1152/advances.1997.272.6.S1.
We describe the use of a World Wide Web (Web) server to support a team-taught physiology course for first-year medical students. Our objectives were to reduce the number of formal lecture hours and enhance student enthusiasm by using more multimedia materials and creating opportunities for interactive learning. On-line course materials, consisting of administrative documents, lecture notes, animations, digital movies, practice tests, and grade reports, were placed on a departmental computer with an Internet connection. Students used Web browsers to access on-line materials from a variety of computing platforms on campus, at home, and at remote sites. To assess use of the materials and their effectiveness, we analyzed 1) log files from the server, and 2) the results of a written course evaluation completed by all students. Lecture notes and practice tests were the most-used documents. The students' evaluations indicated that computer use in class made the lecture material more interesting, while the on-line documents helped reinforce lecture materials and the textbook. We conclude that the effectiveness of on-line materials depends on several different factors, including 1) the number of instructors that provide materials; 2) the quantity of other materials handed out; 3) the degree to which computer use is demonstrated in class and integrated into lectures; and 4) the ease with which students can access the materials. Finally, we propose that additional implementation of Internet-based resources beyond what we have described would further enhance a physiology course for first-year medical students.
我们描述了如何使用万维网（Web）服务器来支持为一年级医学生开设的团队授课生理学课程。我们的目标是通过使用更多多媒体材料并创造互动学习机会来减少正式授课时间，并提高学生的积极性。在线课程材料包括行政文件、讲义、动画、数字电影、练习题和成绩报告，被放置在一台连接互联网的部门计算机上。学生使用网络浏览器从校园内、家中以及远程站点的各种计算平台访问在线材料。为了评估材料的使用情况及其有效性，我们分析了：1）服务器的日志文件；2）所有学生完成的书面课程评估结果。讲义和练习题是使用最多的文档。学生的评估表明，课堂上使用计算机使讲座材料更有趣，而在线文档有助于强化讲座材料和教科书内容。我们得出结论，在线材料的有效性取决于几个不同因素，包括：1）提供材料的教师数量；2）分发的其他材料数量；3）课堂上展示计算机使用并将其融入讲座的程度；4）学生访问材料的便捷程度。最后，我们建议，在我们所描述的基础上进一步增加基于互联网资源的使用，将进一步提升一年级医学生的生理学课程。
