Abstract
Objective. To explore whether better teaching effect can be achieved by applying the online and offline interactive teaching method to clinical anesthesiology teaching. Methods. Sixty-three students in grade three majoring in anesthesiology of Wenzhou Medical University were selected as research objects and randomly divided into 2 groups. The experimental group (32 students) adopted the online and offline interactive teaching method. The control group (31 students) adopted the traditional teaching method. The teaching effect was evaluated by the theoretical test results of the two groups and the survey of students in the experimental group. Results. The score of the theoretical test of students in the experimental group (79.31 ± 4.54) was higher than that of students in the control group (75.61 ± 4.88), and the difference achieved statistical significance p < 0.05 . 81.3% of the students think that the interactive teaching method enhances the interest of learning. 90.6% (29/32) of the students in the experimental group hold positive attitude towards the fact that the overall learning effect can be improved by the online and offline interactive teaching method. Conclusions. The online and offline interactive teaching method can not only improve students’ theoretical test results but also help to improve students’ learning participation. Students have given a high score for the evaluation of the online and offline interactive teaching method; good teaching effect has been achieved.
Highlights
Clinical anesthesiology is one of the core courses of anesthesiology
We adopted a randomized controlled trial method. irty-two students in class 1 of anesthesiology specialty were set as experimental group, and thirty-one students in class 2 of anesthesiology specialty were set as control group. ere were no interactions among the subjects in experimental group and control group. e ratio of male to female in the experimental group was 15 : 17, while that in the control group was 15 : 16, with no significant difference. e age of the students in the experimental group was (21.56 ± 0.16) years, while the age of the students in the control group was (21.61 ± 0.15) years, with no significant difference (t 0.22, p 0.8209)
Both groups of students used the fourth edition of the textbook “Clinical Anesthesiology,” edited by Guo Qulian and Yao Shanglong. e teaching hours were 78, and the teachers who teach all the courses in the control group are exactly the same as those in the experimental group
Summary
To explore whether better teaching effect can be achieved by applying the online and offline interactive teaching method to clinical anesthesiology teaching. E experimental group (32 students) adopted the online and offline interactive teaching method. E control group (31 students) adopted the traditional teaching method. E teaching effect was evaluated by the theoretical test results of the two groups and the survey of students in the experimental group. 90.6% (29/32) of the students in the experimental group hold positive attitude towards the fact that the overall learning effect can be improved by the online and offline interactive teaching method. E online and offline interactive teaching method can improve students’ theoretical test results and help to improve students’ learning participation. Students have given a high score for the evaluation of the online and offline interactive teaching method; good teaching effect has been achieved
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