基于网络的微课在显微骨科教学中的应用评价

目的　通过成绩考核和学生问卷调查评价“微课”网络教学在显微骨科教学的效果。方法　将116名学生随机分为实验组（58人）和对照组（58人）,对于相同的临床骨科教学内容,分别采取网络“微课”教学和传统教学。在临床实习结束后,对两组学生进行理论知识和临床技能的考核,并自设问卷调查教学满意度。通过SPSS 23.0对考试结果进行t检验及秩和检验。结果　在经过微课教学后,实验组学生的成绩,包括理论成绩（94.86±3.73） vs. （91.03±4.02）,t=-3.976,P=0.000]和临床操作成绩（91.81±4.51） vs. （86.93±4.62）,t=-5.999,P=0.000]明显优于对照组。问卷结果显示,实验组在对教学方法有效性、促进师生互动交流、提升临床学习积极性、系统建立临床思维、加深对所学理论知识的理解5个项目的满意率评价上均优于对照组,差异具有统计学意义。结论　网络“微课”教学显著提升了显微骨科的临床教学质量,促进学生的自主性和积极性,但仍要进一步完善微课教学内容和互动体系,达到更系统且长久的教学效果。

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

Objective To assess the effect of micro-orthics teaching based on the online micro-teaching. Methods 116 students were randomly divided into test group and control group. With same clin-ical 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 clini-cal 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 neces-sary to further develop and improve the micro-curricular teaching and interactive system to achieve more systematic and long-lasting teaching effects.