| 基金项目:中国医疗保健国际交流促进会——LEO皮肤研究基金(80446-06) |
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| 中文摘要: |
| 目的 了解线上教学对北京大学第三医院八年制学生本科阶段皮肤科学习的影响。方法 对北京大学第三医院2020年应用线上教学及2016至2019年应用线下教学的八年制学生在皮肤科理论授课和见习之前和之后分别进行问卷调查，学习后进行笔试考试，对结果进行分析。采用SPSS 21.0软件进行t检验和Mann-Whitney U检验。结果 线上教学八年制学生总数53人，问卷回收率75.5%（80/106）；线下教学八年制学生总数166人，问卷回收率99.1%（329/332）。在理论授课和见习之后，线上教学的考试成绩好于线下教学（P<0.001）；线上教学的学生对于荨麻疹诊断能力的自我评价低于线下教学（P=0.008）；线上教学的学生对于皮肤科在医院中的重要程度评价（P<0.001）和对皮肤科的兴趣（P=0.002）高于线下教学；其他如对皮炎湿疹、痤疮诊断能力的自我评价、以皮肤科为职业的意愿度及皮肤科的难易程度等差异无统计学意义。60.0%（24/40）的学生提交了开放建议，其中最多的建议是希望增加线下见习[22.5%（9/40）]。结论 皮肤科线上教学形式的理论授课和见习对于学生知识点的掌握可能优于线下教学，也更能激发学生的学习兴趣，但学生对某些皮肤科常见病的诊治信心可能略低于线下教学。线上与线下结合可能在未来皮肤科教学中能够发挥更大优势，线上教学的形式和内容也亟须在实践中进一步改进。 |
| 英文摘要: |
| Objective To investigate the impact of online teaching on dermatology study in the undergraduate stage of the eight-year program medical students of Peking University Third Hospital. Methods Questionnaires were administered before and after dermatology theoretical lectures and probation among the eight-year program medical students of the Peking University Third Hospital. Online teaching in 2020 was compared with offline teaching from 2016 to 2019. Written examination was taken after studying and the results were analyzed. SPSS 21.0 was used to conduct t-test and Mann-Whitney U test. Results The total number of students that received online teaching was 53, and the response rate of the questionnaire was 75.5(80/106); the number of students receiving offline teaching was 166 and the response rate of the questionnaire was 99.1% (329/332). After dermatology theoretical lectures and probation, the scores of the written examination of online teaching were better than those of offline teaching (P<0.001). The self-evaluation of the diagnostic ability of urticaria in students that received online teaching was lower than that in offline teaching students (P=0.008); whereas the importance rating of dermatology department in hospitals (P<0.001) and the interest in dermatology (P=0.002) were significantly higher in online teaching than offline teaching. No significant differences were found in the self-evaluation of the diagnostic ability of eczema and acne, the willingness to be a dermatologist, difficulty rating in dermatology study, etc. Sixty percent (24/40) of students submitted open suggestions, and the most suggestion was to increase offline probation [22.5%(9/40). Conclusion The online teaching of dermatology theoretical lectures and probation may be better for students' knowledge than offline teaching and they can also stimulate students' interest in learning. However, students' confidence in the diagnosis and treatment of certain common disease might be slightly lower in online teaching than in offline teaching. The combination of online and offline teaching might provide more advantages in the future. The form and content of online teaching also urgently need to be further improved in practice. |
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