基于互联网的交互式学习在医学留学生内科学见习中的应用

Application of Internet-Based Interactive Approach in Internal Medicine Probation for International Medical Students

摘要: 目的：探索基于互联网的交互式学习方法在留学生内科学见习学习中的应用价值。方法：选取西安交通大学第一附属医院2018级临床医学专业来华留学生为对象。在每个学习系统中选取章节进行基于互联网的交互式学习。学习结束进行章节考核，将成绩与2017级临床医学专业留学生同一章节阶段考核成绩进行比较，评估学习效果，并通过问卷形式了解学生学习能力提升及教学方法认可度情况。结果：基于互联网的交互式学习的学生阶段测试成绩(82.03 ± 14.69)相较常规教师讲授的学生成绩(77.51 ± 11.51)有所提高，差异具有统计学意义(P < 0.05)。问卷显示分别有91.11%，51.11%，81.11%，90.00%，64.44%的学生认为，相较传统教师讲授模式，基于互联网的交互式教学可以在学习自主性、积极性、兴趣，理论知识理解记忆，具体临床问题解决能力，专业知识文献检索能力，团队交流协作能力五个方面进行提升。基于互联网的交互式学习学生满意度(87.78%)高于传统教师讲授模式(56.67%)，差异具有统计学意义(P < 0.05)。结论：基于互联网的交互式学习方法在提升学生学习成绩，学习能力方面有积极意义，学生认可度好。

Abstract: Objective: To assess the value of internet-based interactive approach in internal medicine probation for international students. Methods: Grade 2018 international students from clinical medicine specialty in the first affiliated hospital of Xi’an Jiaotong University were chosen as subjects. One section in a system was chosen for internet-based interactive approach. Stage assessments were applied after each section to examine the learning outcome. The examination point of the same section was compared with those of Grade 2017 MBSS from clinical medicine specialty improvement of learning ability and student satisfaction were evaluated with questionnaire survey. Results: The test score of internet-based interactive approach (82.03 ± 14.69) is higher than those of teacher taught method (77.51 ± 11.51). Statistically significant was observed between two groups (P < 0.05). Questionnaire survey showed that 91.11%, 51.11%, 81.11%, 90.00%, and 64.44% students approved that internet-based interactive approach was better than routine teacher-taught course in study enthusiasm, theory knowledge management, clinical problem-solving ability, information literacy skill and team collaboration respectively. Student satisfaction (87.78%) of internet-based interactive approach was higher than that of routine teacher-taught courses (56.67%). There was statistical significance between two groups (P < 0.05). Conclusion: The internet-based interactive approach played a positive role in academic record, learning ability and satisfaction of students.