刘一雄, 马静, 范林妮. 数字媒体技术在心血管系统病理教学中的应用[J]. 心脏杂志, 2023, 35(5): 609-612. DOI: 10.12125/j.chj.202302080
    引用本文: 刘一雄, 马静, 范林妮. 数字媒体技术在心血管系统病理教学中的应用[J]. 心脏杂志, 2023, 35(5): 609-612. DOI: 10.12125/j.chj.202302080
    Yi-xiong LIU, Jing MA, Lin-ni FAN. Application of digital media technology in teaching of cardiovascular pathology[J]. Chinese Heart Journal, 2023, 35(5): 609-612. DOI: 10.12125/j.chj.202302080
    Citation: Yi-xiong LIU, Jing MA, Lin-ni FAN. Application of digital media technology in teaching of cardiovascular pathology[J]. Chinese Heart Journal, 2023, 35(5): 609-612. DOI: 10.12125/j.chj.202302080

    数字媒体技术在心血管系统病理教学中的应用

    Application of digital media technology in teaching of cardiovascular pathology

    • 摘要:
        目的  以病理心血管系统模块为基础,探讨新数字媒体技术在病理教学中的应用。
        方法  通过数字切片,大体数字标本,构建网络学习平台并结合虚拟现实技术为教学手段。选择2020级本科生为研究对象,一班学生采取传统授课及切片+大体标本教学模式(对照组),二班学生采用虚拟现实技术和数字病理网络平台模式(试验组)。调查学生对新教学模式的满意度和接受度以及试验组学员对新教学模式的整体评价;统计对照组及试验组学生考试的成绩,评价两组教学效果。
        结果  与对照组相比,试验组学生满意度和接受度更高且试验组学员对教学模式整体满意。成绩表明,试验组学生课堂效果更加优异。
        结论  通过运用多种信息教学手段,教学效果明显优于传统教学。此种模式极大的丰富了教学内容,提升了教学质量,值得进行推广。

       

      Abstract:
        AIM  To explore the application of new digital media technology in pathology teaching based on pathological cardiovascular system module.
        METHODS  With digital slice and digital specimen, network learning platform was constructed and virtual reality technology was used as teaching means. Undergraduate students of Grade 2020 were selected as research subjects. Students of Class 1 adopted traditional teaching and section + gross specimen teaching mode (control group), while students of Class 2 adopted virtual reality technology and digital pathology network platform mode (experimental group). Students’ satisfaction and acceptance degree of the new teaching model were surveyed, test scores of the two groups were compared and teaching effects of the two groups were evaluated.
        RESULTS  Compared with the control group, the experimental group had higher satisfaction and acceptance degree. The results showed that the experimental group achieved better classroom effect.
        CONCLUSION  The teaching effect of various information teaching means is obviously better than that of the traditional teaching. Application of various information teaching means greatly enriches the teaching content and improves the teaching quality.

       

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