引用本文:和鑫1 汪妍洁2 陈纳川2 昌敬惠3.广州市某医科院校医学生在线学习现状调查与分析[J].中华医学教育探索杂志,2020,(6):736~
广州市某医科院校医学生在线学习现状调查与分析
Investigation and analysis of the online learning status of medical students in a medical college in Guangzhou
DOI:
中文关键词:  在线学习  学习现状  提升路径  医学生
英文关键词:Online learning  Learning status  Upgrade path  Medical undergraduates
基金项目:
作者单位
和鑫1 汪妍洁2 陈纳川2 昌敬惠3 1南方医科大学第一临床医学院广州 5105152南方医科大学公共卫生学院广州 5105153南方医科大学卫生管理学院广州 510515 
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中文摘要:
      目的 探究新型冠状病毒肺炎疫情期间广州某医科院校医学生在线学习现状,为高校改善在线医学教育提供依据。方法 2020年3月27日至2020年4月10日,采用滚雪球抽样法和方便抽样法,使用自编问卷,调查广州市某医科院校医学生在线学习现状。使用SPSS 25.0进行数据分析,应用频率和百分比(%)对计数资料进行描述。结果 调查显示,63.8%的医学生日均学习时长3~6 h;在线学习平台中,中国大学MOOC使用率最高(1 230人,占比92.9%);56.0%的医学生自评线上学习效果一般;视疲劳(1 051人/79.4%)、家中缺乏学习氛围无法集中注意力(960人/72.5%)、课程开展的平台不同导致操作不便(940人/71.0%)是影响学习效果的主要因素;32.2%的医学生不喜欢全面线上教学;由于线上实验课教学的局限性,61.0%的医学生表示实验课的学习效果受到影响。结论 全面线上教学具有一定局限性,应从高校教师、教学平台、学生自身、高校管理部门4个方面采取相应措施,助力在线医学教学发展。
英文摘要:
      Objective To explore the online learning status of medical undergraduates in Guangzhou during the epidemic of COVID-19, so as to provide basis for improving online medical education in colleges and universities. Methods From March 27, 2020 to April 10, 2020, a self-compiled questionnaire was used to investigate the online learning status of medical students in a medical college in Guangzhou by using snowball sampling and convenience sampling. SPSS 25.0 was used for data analysis, and frequency and percentage (%) were used to describe the enumeration data. Results According to the survey, 63.8% of students studied for average 3-6 hours each day. Among the online learning platforms, the usage rate of MOOC was the highest (1 230, 92.9%), and 56.0% of medical students' self-assessment of online learning results are ordinary. The main factors affecting learning effect are visual fatigue (1 051, 79.4%), lack of learning atmosphere and inability to concentrate at home (960, 72.5%), and inconvenient operation due to different platforms for certain different courses (940, 71.0%). There are 32.2% of medical students who dislike the comprehensive online teaching mode. Due to the limitations of online experimental teaching, 61.0% of medical students indicated that the learning effect of experimental classes was affected. Conclusion Comprehensive online teaching has certain limitations. Corresponding measures should be taken from the following four aspects of college teachers, teaching platforms, students themselves, and college management departments to help the development of online medical teaching.
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