The application of micro assistant teaching in physiology teaching

Abstract

Objective To investigate the effectiveness of micro assistant teaching in physiology teaching. Methods A total of 112 students from the rehabilitation Class 1 and 2 of Grade 2016 in Hubei U-niversity of Medicine were selected as the subjects. Class 1 was the control group and Class 2 was the ex-perimental group. The control group adopted the traditional teaching method. The experimental group adopted micro assistant teaching method for physiology teaching. At the end of the course, the learning outcomes were e-valuated by using descriptive analysis and t test (α=0.05) based on the final examination and questionnaire. Results There were significant differences in the final exam results between the exper-imental group and the control group [(81.46±7.63) vs. (68.21±10.27), t=-7.769, P=0.000]. There are also statistically significant between two groups according to the scores of Chapter 4 [(15.76±1.28) vs. (9.34±1.96), t=-20.595, P=0.000], Chapter 8 [(8.31±0.86) vs. (6.28±1.22), t=-10.207, P=0.000] and Chapter 10 [(15.99±1.14) vs. (11.19±1.81), t=-16.856, P=0.000]. The questionnaire survey of teaching effect showed that in experimental group 56 stu-dents (98.24%) felt it could help to enhance interactive communication, 51 students (89.47%) believed it could help to organize the classroom discipline, 43 students (75.43%) believed it could increase learning interest, and 55 students (95.26%) believed it could help to accurately solve the various difficult points of knowledge. Conclusion Micro assistant teaching can improve the teaching effect of physiology teaching, which is worthy of promotion. Key words: Physiology; Micro assistant teaching; Medical education