RÉSUMÉ
Objective:To explore the effect of MOOC in Tibetan medical physiology teaching.Methods:According to the different implementation of teaching mode, 65 clinical undergraduate students of Batch 2017 in Medical College of Tibet University were randomly divided into MOOC teaching group (22 students), MOOC PBL teaching group (21 students) and traditional teaching group (22 students). The test scores and teaching evaluation scores of the three groups were compared, and the teaching evaluation scores of MOOC team among the three teaching modes were compared. SPSS 25.0 was used for statistical analysis, and One-Way ANOVA was used to compare the three groups of data.Results:The scores of the main questions and the total scores of the classroom test from high to low were: MOOC PBL teaching group, MOOC teaching group and traditional teaching control group. Except for multiple-choice questions and fill-in-the-blank questions, the scores of other questions and total scores were all statistically significantly different ( P<0.05). The scores of students on interest in learning, learning initiative, knowledge memory, classroom situation, learning efficiency and the total score of teaching evaluation ranked from high to low were: MOOC PBL teaching group, MOOC teaching group and traditional teaching group ( P<0.05). In contrast, the scores of students on teaching interaction and classroom management in traditional teaching group were higher than those in MOOC PBL teaching group and MOOC teaching group ( P<0.05). The scores of MOOC teaching team on saving time, saving materials, teaching efficiency, learning goal achievement, students' acceptance, improving learning interest, learning initiative and total score of teaching effect from high to low were: MOOC PBL teaching group, MOOC teaching group and traditional teaching group ( P<0.05). Conclusion:The application of MOOC can improve the teaching effect and quality of the physiology teaching for medical students in Tibet.
RÉSUMÉ
Objective To explore the effects of internet-based quiz on pathophysiological teaching.Methods undergraduates from two different classes (41 of batch 2107 from nursing and 49 of batch 2016 from pharmacy) taught by the same teacher were enrolled in the study and randomized into quiz group and control group to compare their teaching effect.Indexes evaluated were scores of midterm exam and final exam,students' teaching evaluation scores and teachers' self-evaluation scores.T test for data analysis was performed by SPSS 20.0.Results the scores of each general question and the total scores of midterm examin the quiz group were higher than those in the control group,with statistically significant differences (P＜0.005),except for the scores of short-answer and discussion questions.The scores of each general question and the total scores of final exams in the quiz group were higher than those in the control group,with statistically significant differences (P＜0.005).Scores of knowledge memory,learning efficiency,learning interest,learning activeness and students' evaluation for the same teacher in the quiz group were significantly higher than those in the control group.There were no significant differences between two groups in the scores of classroom management,teacher's professional ethics,teaching democracy,homework,teaching capacity and teaching interaction.When using these two teaching methods,the scores of teachers for comprehending students' study,motivating students to study,saving working time,saving resources and teachers' self-evaluation in the quiz group were higher than those in the control group,with statistically significant differences (P＜0.05).There were no statistical differences between two groups in the scores of classroom management,teacher's professional ethics,teaching democracy,homework,teaching capacity and teaching interaction.Conclusion Internet-based quiz is an effective way to improve students' study,so as to improve the teaching quality.
RÉSUMÉ
Objective@#To explore the effects of internet-based quiz on pathophysiological teaching.@*Methods@#undergraduates from two different classes (41 of batch 2107 from nursing and 49 of batch 2016 from pharmacy) taught by the same teacher were enrolled in the study and randomized into quiz group and control group to compare their teaching effect. Indexes evaluated were scores of midterm exam and final exam, students' teaching evaluation scores and teachers' self-evaluation scores. T test for data analysis was performed by SPSS 20.0.@*Results@#the scores of each general question and the total scores of midterm exam in the quiz group were higher than those in the control group, with statistically significant differences (P<0.005), except for the scores of short-answer and discussion questions. The scores of each general question and the total scores of final exams in the quiz group were higher than those in the control group, with statistically significant differences (P<0.005). Scores of knowledge memory, learning efficiency, learning interest, learning activeness and students' evaluation for the same teacher in the quiz group were significantly higher than those in the control group. There were no significant differences between two groups in the scores of classroom management, teacher's professional ethics, teaching democracy, homework, teaching capacity and teaching interaction. When using these two teaching methods, the scores of teachers for comprehending students' study, motivating students to study, saving working time, saving resources and teachers' self-evaluation in the quiz group were higher than those in the control group, with statistically significant differences (P<0.05). There were no statistical differences between two groups in the scores of classroom management, teacher's professional ethics, teaching democracy, homework, teaching capacity and teaching interaction.@*Conclusion@#Internet-based quiz is an effective way to improve students' study, so as to improve the teaching quality.