ABSTRACT
Objective In order to investigate the impact of interactive online teaching in Laboratory Diagnosis, a randomized experimental study was conducted among the medical students in Grade 2009.Methods A total of 65 subjects were randomized into the experimental group (N=31) and the control group (N=34).In addition to the standard in-class presentation/discussion and school-wide refined online courses offered in the control group, interactive online teaching was added to experimental group.After completion of the course, the impact of interactive online teaching in the experimental group was compared to that in the control group through a final exam and a question-naire concentrating on motivation of study, problem solving and team working skills.Statistical signifi-cance of the comparison was evaluated using t-test.Results The results from the final exam showed that the average score in the experimental group was higher than the control group (87.20 ± 5.25 vs.82.69 ± 5.76), It is statistically significant (P=0.002).The average scores of short answer and case study questions in the experimental group was higher than the control group (26.16 ± 1.57 vs.25.31 ± 1.73, 18.94 ± 1.05 vs.15.53 ± 1.15), It is statistically significant (P=0.043,P=0.000).The satisfaction evaluation of interest in learning, timely answers to questions, learning, analytical skills, teamwork culture reflected by the questionnaire indicated statistically higher (P=0.041,0.000,0.000,0.000,0.000) average scores in the experimental group as compared to its counterparts in the control group (4.30 ± 0.65 vs.3.97 ± 0.62, 4.63 ± 0.49 vs.3.25 ± 0.88, 4.43 ± 0.57 vs.3.49 ± 0.65, 4.46 ± 0.57 vs.3.37 ± 0.73, 4.33 ± 0.66 vs.3.68 ± 0.58).Conclusion Interactive online teaching helps to improve the study performance of medical students in Laboratory Diagnosis.Incorporating interactive online teaching into the current course regarding Laboratory Diagnosis merits recommendation.
ABSTRACT
In-depth application of the combination of theory and practice is one of the keys to improve the clinical undergraduate teaching quality of clinical laboratory diagnosis.Xuanwu Hospital used ISO15189 standards as a guide to make students fully participate in establishing performance verification and recording registration form,partly participate in the gage calibration,external quality assessment and inter-laboratory comparison etc.It also used the combined form of practice with teaching to make students learn the file writing and the equipment calibration.An orderly teaching model composed of knowledge reserve,file learning,calibration and verification was established,which was a closed-loop system that enabled students to become more deeply and extensively involved in the system and more deeply understand the connotation of clinical laboratory quality.
ABSTRACT
Objective To realize the application of mini-PACS based on Web.Methods According to the actuality of our hospital,the reasonable structure of Database,Network Topol and application program are designed.Conclusion The cheap cost and reasonable design is the key of mini-PACS' application to hospitals.