Evaluation of micro-orthics teaching based on online micro-teaching

Abstract

Objective To assess the effect of micro-orthics teaching based on the online microteaching. Methods 116 students were randomly divided into test group and control group. With same clinical orthopedic teaching content, the micro-course network teaching mode and traditional teaching mode were adopted respectively. After the clinical internship, the two groups of students were assessed both in theoretical knowledge and clinical skills and self-designed questionnaire was carried out. The test results were analyzed by t-test and Spearman rank correlation method through SPSS 23.0 data analysis. Results The theoretical scores of students in two groups after online micro-teaching were compared with a t value of -3.976 and a P value of 0.000. The clinical skill assessment scores were compared with a t value of -5.999 and a P value of 0.000, indicating that the theoretical scores of the test group, especially the clinical skills assessment scores were significant higher than that of the control group (P<0.05). In the questionnaire survey results, for the understanding of the following five items, effectiveness of teaching methods, promotion of interaction between teachers and students, promotion of clinical learning, systematic establishment of clinical thinking, and deepening understanding of theoretical knowledge, the test group's satisfaction rate was obviously higher than that of the control group, and the difference was statistically significant (P<0.05). Conclusions The micro-course online teaching model significantly improves the clinical teaching quality of micro orthopaedics and promotes students' autonomy and enthusiasm in learing. However, it is still necessary to further develop and improve the micro-curricular teaching and interactive system to achieve more systematic and long-lasting teaching effects. Key words: Microlecture; Online teaching; Micro-orthics; Assessment