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

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.