Effect of preview guidance mode on "medical statistics" teaching / 中华医学教育探索杂志

ABSTRACT

Objective:To investigate the feedback of students towards the application of knowledge-points based preview guidance mode and knowledge-outline based preview guidance mode in medical statistics teaching.Methods:Totally 126 undergraduate students from Batch 2018 five-year clinical medicine were randomly assigned to two groups according to their dormitory number. Before class, knowledge-points focused and knowledge-outline focused preview guidance materials were given to the students in the two groups respectively to assist them in pre-class preview through "Rain Classroom" teaching assistant software. The utilization of preview guidance materials was evaluated and collected. The students' attitudes towards the preview guidance modes they received were collected through questionnaire. In this study, Wilcoxon rank sum test and chi-square test were carried out by SAS9.4 statistical software.Results:The reading completion rate of preview guidance materials in the knowledge-points based preview guidance group was lower than that of the knowledge-outline based preview guidance group (62.78% vs. 80.30%, P<0.001). The median of students' satisfaction score in knowledge-points group and knowledge-outline group were 89.50 and 90.00 respectively, and there was no statistical significance between the two groups ( P=0.252). Of all the students, 61.90%(78/126) of the students strongly liked or liked to receive preview guidance, 75.40%(95/126) of the students thought that preview guidance was very helpful or helpful to classroom learning, 62.70%(79/126) of the students thought that the preview guidance could strongly improve or improve the efficiency of pre-class preview process. The rating results of the above three aspects were similar between the two groups. Conclusion:Both the two preview guidance modes are feasible and effective. The completion rate and evaluation results of the students in the knowledge-points focused preview guidance group are better than those of the knowledge-outline focused preview guidance group. We suggest that knowledge-outline based preview guidance mode might be prioritized in medical statistics teaching.