摘要目的 探讨基于网络技术的以问题为基础的学习(web problem based learning,WPBL)在心电图教学中的应用效果.方法 将2014级医学1系为研究对象,以心电图示教分班为基础,随机选择2个小班作为对照组和实验组,每组50人.对照组采用传统的教学方法;实验组采用WPBL教学. 采用教学方法调查问卷、心电图理论考试分数、电脑试图测试、心电图病例分析等评价教学效果.应用SPSS19.0对组间数据进行t检验及卡方检验.结果 与传统教学相比,实验组学生对自主学习能力、心电图学习兴趣、分析问题解决问题的能力、团队协助精神、自我展示和表达能力等的自评分高于对照组(P＜0.05);实验组学生心电图理论成绩与对照组相比,差异无统计学意义[(54.16±3.87)vs.(52.84±4.56),P＞0.05],但心电图实验成绩明显高于对照组[(32.91±3.56)vs.(27.38±4.63),P＜0.05].结论 WPBL教学提高了医学生心电图学习兴趣,培养了其主动学习及解决问题的能力,值得提倡和推广.

abstractsObjective To explore the effect of web problem-based learning in electrocardiography (ECG) teaching.Methods 100 clinical medical students from Grade 2014 were randomly selected and divided into two groups,with 50 in each.The control group received traditional methods in ECG teaching,while the WPBL teaching method was conducted in experimental group.The effect of ECG teaching in two groups were evaluated and analyzed by test scores and questionnaire survey.Continuous variables were expressed as mean ± standard deviation and were compared by t-test.Categorical variables were expressed as counts and percentages.Counting data were test by Chi-square.Results Comparing with control group,students in the experimental group performed better on independent learning capability,interesting of learning ECG,ability to analyze and solve problems,team cooperation,self-presentation and presentation skills (P＜0.05).The average experimental score in experimental group was higher than that in control group [(32.91 ± 3.56) vs.(27.38 ± 4.63),P＜0.05].There were no significant differences of theoretical scores between the two groups [(54.16 ± 3.87) vs.(52.84 ± 4.56),P＞0.05].Conclusion WPBL teaching could improve medical students' interest in electrocardiogram learning and cultivates their ability of active learning and problem solving,which is worthy of promotion.