AIM To evaluate and compare the teaching effects of “internet plus” combined teaching (IPCT) and traditional lecture-based learning (LBL) in teaching anti-heart failure drugs.
METHODS A total of 126 five-year clinical medical undergraduates of Grade 2016 in Air Force Medical University were randomly divided into two equal groups: LBL teaching group and IPCT teaching group. At the end of the course, the teaching effects of the two groups were evaluated by questionnaires and theoretical and practical ability assessments.
RESULTS The results of the questionnaire survey showed that IPCT teaching method was conducive to the cultivation of students’ comprehensive learning ability, with an overall satisfaction of 93.3%. The students in IPCT group were better than those in LBL group in terms of theoretical examination scores, experimental skills and completion of experiments, and the difference between the two groups was statistically significant.
CONCLUSION IPCT mode improves the teaching effect in the anti-heart failure drugs. It not only promotes the students’ interest in study but also is conducive to cultivating their abilities in team-work, independent thinking and problem-solving.
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