Digital lectures for learning gross anatomy: a study of their efficacy.
Digital lectures for learning gross anatomy: a study of their efficacy.
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DOI：
10.3946/kjme.2017.50
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发表时间：
2017-03
影响因子：
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通讯作者：
Min AK
中科院分区：
文献类型：
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作者：
Singh A;Min AK
本研究调查了学生的学习水平和态度的教学和学习过程中使用数字讲座教大体解剖学一年级医学生。 该研究对2013年和2014年的一年级医学生进行了抽样调查。2013年的1年级医学生通过教学课堂讲座教授心脏的大体解剖学，而2014年的学生则通过使用相同内容的数字讲座教授。对2014年队列进行了审查会议。一个19个项目的调查分发给学生，调查他们的态度和反馈。数据用SPSS软件进行统计分析。2014年的学生平均分为47.65，多项选择题为51.19，而2013年的学生平均分为36.80，多项选择题为49.22。每类问题的得分差异都很大。使用5分制的李克特量表，当被问及他们是否喜欢教学和学习过程，并希望进一步应用时，学生们的平均得分为4.11。 研究结果提供了强有力的证据，表明数字化教学和学习过程受到学生的欢迎，也可能导致成绩的提高。数字讲座可以提供一个令人满意的替代课堂讲座教大体解剖学，从而提供灵活的学习和有效的学习，同时也释放讲座插槽，以促进掌握学习。
The current study investigates the level of students’ learning and attitudes towards the teaching and learning process when using digital lectures to teach gross anatomy to year 1 medical students. The study sampled year 1 medical students of cohorts 2013 and 2014. The year 1 medical students in 2013 were taught gross anatomy of the heart by didactic classroom lectures while those in 2014 were taught with digital lectures using the same content. A review session was conducted for the 2014 cohort. A 19-item survey was distributed amongst students to investigate their attitudes and feedback. The data were analysed using SPSS software. The 2014 cohort had a mean score of 47.65 for short essay questions and 51.19 for multiple choice questions, while the 2013 cohort scored an average of 36.80 for short essay questions and 49.22 for multiple choice questions. The difference in scores for each type of question was found to be significant. Using a 5-point Likert scale, students gave an average of 4.11 when asked if they liked the teaching and learning process and would like it to be applied further. The results of the study provide strong evidence that the digital teaching and learning process was well received by students and could also lead to improved performance. Digital lectures can provide a satisfactory substitute for classroom lectures to teach gross anatomy, thus providing flexibility in learning and efficient learning, whilst also freeing lecture slots to promote mastery learning.