摘要
目的:评价“雨课堂”软件应用于医学信息检索课教学的效果。方法:将2018-2019学年第一学期的4个教学班分为2组,其中“雨课堂”教学组213人,传统教学组228人。传统教学组采用常规的教学方法,“雨课堂”教学组在常规教学方法的基础上结合“雨课堂”软件进行教学。采用成组t检验,对两个教学组标准化测试成绩进行分析。结果:“雨课堂”教学组成绩为79.8476±8.83965,传统教学组成绩为84.1372±8.46398,P<0.05。虽然分析结果显示“雨课堂”软件没有提高学生的标准化测试成绩,但比较受学生欢迎。结论:“雨课堂”软件要使用得当,不能为了使用而使用,可将其作为混合式教学的重要组成部分。“雨课堂”与其他软件一起使用效果会更好,应关注“雨课堂”将来是否会转为付费模式。
Objective To assess the results of"rain classroom"software in teaching medical information retrieval course.Methods Three hundred and forty-one students of 4 classes in the first semester of 2018-2019 school year were divided into"rain classroom"software teaching group(n=213)and traditional teaching group(n=228).The students in traditional teaching group were given lessons with traditional teaching method while those in"rain classroom"software teaching group were given lessons with traditional teaching method+"rain classroom"software teaching method.The standardized examination scores of the two teaching groups were analyzed by grouped t-test.Results The score of"rain classroom"software teaching group was 79.8476±8.83965 while that of traditional teaching group was 84.1372±8.46398,P<0.05.Although the"rain classroom"software teaching method did not improve the standardized examination score of students in"rain classroom"software teaching group,the students preferred the"rain classroom"software teaching method to the traditional teaching method.Conclusion The"rain classroom"software should be properly used and can not be used for use.The"rain classroom"software can be used as an important part of mixed teaching.The results of"rain classroom"software combined with other software are better than those of"rain classroom"software alone.The future payment model of"rain classroom"software is worthy of attention.
作者
田瑞
TIAN Rui(Capital Medical University,Beijing 100069,China)
出处
《中华医学图书情报杂志》
CAS
2019年第7期76-79,共4页
Chinese Journal of Medical Library and Information Science
关键词
雨课堂
医学信息检索课
教学评价
教学改革
信息素养
Rain classroom
Medical information retrieval course
Teaching assessment
Teaching reform
Information literacy
