科学可视化作品在药理学教学中的应用

  目的  本研究为提高《药理学》在本科生中的教学效果，采用将科学可视化(scientific visualization, SV)作品应用于不同的教学环节的新型教学模式。通过分析学生阶段测试成绩及调查问卷结果，评价该模式的教学效果。  方法  选取蚌埠医学院临床医学专业2018级医学二系共8个班级的学生(250人)进行《药理学》教学，采用随机数法将8个班级随机分为2组，每组4个班级共125人。对照组采用传统模式教学，观察组采用科学可视化作品辅助课前预习、课堂教学互动及课后复习的教学模式。  结果  观察组阶段性测试成绩为(81.21±15.30)分，对照组成绩为(66.00±21.70)分；观察组学生及格率为91.20%(114/125)，对照组学生及格率为60.80%(76/125)。经分析，采用新教学模式的学生阶段测试成绩及及格率均高于对照组学生(均P < 0.01)。在收回的125份有效调查问卷中，观察组中73.6%(92/125)的学生认为该组课堂教学气氛活跃，92.0%(115/125)的学生认为该模式能够帮助自己梳理知识点，86.4%(108/125)的学生认为该教学模式能够提高学习兴趣。  结论  合理利用科学可视化作品能够整合教学资源，激发学生的学习热情，强化学生对知识点的理解与记忆，提高教学效果。 

Application of scientific visualization works in the teaching of pharmacology

  Objective  Scientific visualization (SV) works are visual images created by professional painters using computer technology based on their understanding of a scientific information. In this study, a new teaching model of applying scientific visualization works to different teaching sessions was used to improve the teaching effectiveness of pharmacology in undergraduate students. The teaching effectiveness was evaluated on students' test scores and questionnaire results.  Methods  A total of 8 classes (250 students) from the Second Department of Clinical Medicine of Bengbu Medical College, Grade 2018, majoring in clinical medicine, were selected to take part in the pharmacology lessons. The classes were then randomly divided into 2 groups using the random number method, with 4 classes or 125 students in each group. The control group was taught in the traditional mode while the experimental group was taught with the aid of scientific visualization works during lesson previews, classroom interactions and lesson reviews.  Results  The test scores were (81.21±15.30) points for the experimental group and (66.00±21.70) points for the control group, with pass rates 91.20% (114/125) and 60.80% (76/125), respectively. Both indicators for students in the experimental group were significantly higher than those in the control group (P < 0.01). Among the 125 valid questionnaires returned, 73.6% (92/125) of the students in the experimental group thought that the classroom atmosphere was lively and interactive, 92.0% (115/125) thought the new mode helpful in sorting out knowledge points, 86.4% (108/125) thought the new mode could improve their interest in learning.  Conclusion  The reasonable use of scientific visualization works can integrate teaching resources, stimulate students' learning enthusiasm, strengthen students' understanding and memory of knowledge points, and improve the teaching effect.