基于“雨课堂”混合式线上直播教学在心脏体格检查课程中的应用效果评价

王钦; 汪钦; 赵帅; 韩青; 杨丽; 李成祥; 沈晓兰; 廉坤; 黄亚渝

doi:10.12125/j.chj.202306005

基于“雨课堂”混合式线上直播教学在心脏体格检查课程中的应用效果评价

Evaluation on application effect of “rain classroom” and Tencent conference mixed live teaching in course of heart physical examination

摘要

摘要:
目的探索“雨课堂”联合腾讯会议混合式直播教学在心脏体格检查课程中的应用效果。
方法以心脏体格检查课程为例，选取2019级临床医学、航医、预防医学和心理学四个专业学生为试验组（n=218），采用“雨课堂”联合腾讯会议的混合式直播教学，选取 2017级临床医学、航医、心理三个专业学生为对照组（n=143），采用单纯直播教学方法授课。通过随堂测验成绩和问卷调查的形式综合比较两种教学方法的优劣。
结果与单纯直播教学相比，基于“雨课堂”联合腾讯会议直播教学形成性评价成绩优于对照组（P<0.01），学习兴趣激发（P<0.01）、基础知识记忆水平（P<0.05）、预习主动检索能力（P<0.01）、培养思维逻辑分析能力（P<0.05）、临床问题解决能力（P<0.01）、汇报表述能力（P<0.01）、团队协作能力（P<0.01）七个方面综合教学效果评价均优于对照组，教学质量评价、学习过程评价、课程满意度评价、临床教学评价、总体评价五个方面教学满意度均优于对照组（均P<0.01）。
结论基于“雨课堂”混合式线上直播教学在心脏体格检查理论课教学中可弥补单纯直播教学单向性、教学评价真实性欠佳、学生自控力不足、师生互动不充分、学情分析不足等缺点，有效提高线上直播的教学效果。

Abstract:
AIM To explore the application effect of “Rain Classroom” and Tencent conference mixed live teaching in the course of “Heart Physical Examination”.
METHODS In the heart physical examination course, students of 2019 Grade majoring in clinical medicine, aviation medicine, preventive medicine or psychology were selected for experimental group (n=218) and students of 2017 Grade majoring in clinical medicine, aviation medicine or psychology were selected for control group (n=143). “Rain Classroom” and Tencent conference mixed live teaching was used for experimental group and live teaching alone was used for control group. The advantages and disadvantages of the two teaching methods were compared through the in-class test results and questionnaire survey.
RESULTS Compared with pure live streaming teaching, the formative evaluation scores of the “Rain Classroom” combined with Tencent Conference live streaming teaching were better than the control group (P<0.01), with learning interest stimulation (P<0.01), basic knowledge memory level (P<0.05), preview active retrieval ability (P<0.01), cultivation of thinking logic analysis ability (P<0.05), clinical problem-solving ability (P<0.01), and reporting and expression ability (P<0.01) The comprehensive teaching effectiveness evaluation in seven aspects of team collaboration ability (P<0.01) was better than the control group, and the teaching satisfaction in five aspects of teaching quality evaluation, learning process evaluation, course satisfaction evaluation, clinical teaching evaluation, and overall evaluation was better than the control group (all P<0.01)
CONCLUSION “Rain Classroom” and Tencent conference mixed live teaching effectively improves the teaching effect of online live teaching in the course of “Heart Physical Examination” by making up for the disadvantages of one-way living teaching, such as students’ lack of learning autonomy and authenticity of teaching evaluation, and insufficient interaction between teachers and students as well as insufficient analysis of the learning situation.

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