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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 inclass 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. Key words: Online; Interactive; Teaching; Laboratory diagnostics
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