引用本文:郭洪彬,王筝扬,万英锋,李新伟,王义荣.基于Python的交班数据库助力医学见习生的线上教学[J].中华医学教育探索杂志,2022,21(6):694-697
基于Python的交班数据库助力医学见习生的线上教学
Auxiliary role of Python-based handover database in online teaching activities for medical clerks
DOI:10.3760/cma.j.cn116021-20200410-00881
中文关键词:  神经外科  教学  数据库  Python
英文关键词:Neurosurgery  Teaching  Database  Python
基金项目:浙江大学医学院附属邵逸夫医院教育教学研究项目(SYF2020JG01)
作者单位E-mail
郭洪彬 1浙江大学医学院附属邵逸夫医院下沙院区神经外科杭州 310016 guohongbin@zju.edu.cn 
王筝扬 2浙江大学医学院附属邵逸夫医院教育办公室杭州 310016  
万英锋 1浙江大学医学院附属邵逸夫医院下沙院区神经外科杭州 310016  
李新伟 1浙江大学医学院附属邵逸夫医院下沙院区神经外科杭州 310016  
王义荣 1浙江大学医学院附属邵逸夫医院下沙院区神经外科杭州 310016  
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中文摘要:
      目的 评估基于Python的交班数据库在针对医学见习生的线上教学中的辅助作用,并完成新型冠状病毒肺炎疫情期间的教学任务。方法 将16名带教教师分为实验组和对照组,每组8人。实验组使用自建交班数据库;对照组不使用交班数据库,使用医院的HIS系统。筛选合适的病例,为医学生制作多媒体课件。统计分析获取病例的时间、获取图片资料的时间、数量等指标,并对这些课件的质量进行评分。采用SPSS 25.0统计软件对所有数据进行分析。结果 两组带教教师在制作多媒体课件时查找目标病例的时间分别为(8.88±3.48)min和(43.50±5.26)min,获取图片资料的时间分别为(5.62±1.92)min和(30.25±5.39)min,获取图片的数量分别为(11.12±2.17)张和(6.12±2.80)张,课件评分分别为(92.62±4.93)分和(84.75±6.20)分,差异均有统计学意义。结论 使用自建交班数据库提高了带教教师获取资料的速度,提高了多媒体课件的质量。
英文摘要:
      Objective To evaluate the auxiliary role of the Python-based handover database in online teaching activities for medical clerks and to complete the teaching tasks during the COVID-19 epidemic. Method Sixteen teachers were randomized into two groups, experimental group and control group, with 8 ones in each group. The experimental group used the self-built handover database, while the control group used the hospital's HIS system. To make multimedia courseware for medical students, suitable cases were screened. The time to acquire cases and picture data, and the index like numbers were statistically analyzed, and the quality of multimedia courseware was scored. All the data were analyzed by SPSS 25.0 statistical software. Results The time for the two groups of teachers to acquire target cases during making multimedia coursewares were (8.88±3.48) min and (43.50±5.26) min respectively; the time to obtain the pictures were (5.62±1.92) min and (30.25±5.39) min; the numbers of obtained pictures were (11.12±2.17) and (6.12±2.80); and the scores of coursewares were (92.62 ± 4.93) points and (84.75 ± 6.20) points respectively, all with significant differences. Conclusion The application of the self-made handover database can significantly improve the speed of teachers' access to related teaching data, and also can improve the quality of multimedia courseware.
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