AIM To explore whether electronic experiment reports in group practice could avoid plagiarized, falsified and teamwork-lacking traditional experiment reports in cardiovascular biochemical experiment teaching.
METHODS Sixty-six students majoring in clinical medicine at Air Force Medical University in 2019 and 2020 were selected as the research subjects and they were randomly divided into two groups, with 5 experiment periods as a unit, alternately using traditional experiment reports (control group) and electronic experiment reports (experimental group). Assessment and questionnaires were used to evaluate the application effect of electronic experiment reports in group practice in experiment teaching.
RESULTS The students in experimental group were significantly better than those in control group in terms of preparation before experiment periods, mastery of course knowledge, objective recording of results, experiment enthusiasm and creativity, and teamwork. The course satisfaction of experimental group was significantly higher than that of control group (P<0.05). The assessment of experiment knowledge showed that the scores of the students in experimental group were significantly higher than those of the students in control group (P<0.05).
CONCLUSION Compared with traditional experiment reports, electronic experiment reports in group practice fully stimulate students’ enthusiasm for independent creation and experiment enthusiasm, avoid fabricating and tampering data, strengthen students’ deep understanding of experiment principles and cultivate basic scientific research literacy and teamwork. It is of positive significance to firmly establish a sense of teamwork, sense of responsibility and collective honor and to fully cultivate students’ organizational, coordination and communication skills.
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