Application of Micro-video in Diagnostic Lung Physical Examination Teaching

Yanxia YANG; Lifen YANG; Meihua LI; Chaofeng REN; Yalin ZHAO; Fen LIU

doi:10.12259/j.issn.2095-610X.S20221023

Volume 43 Issue 10

Oct. 2022

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Article Navigation > Journal of Kunming Medical University > 2022 > 43(10): 182-186

Yanxia YANG, Lifen YANG, Meihua LI, Chaofeng REN, Yalin ZHAO, Fen LIU. Application of Micro-video in Diagnostic Lung Physical Examination Teaching[J]. Journal of Kunming Medical University, 2022, 43(10): 182-186. doi: 10.12259/j.issn.2095-610X.S20221023

Citation:

Yanxia YANG, Lifen YANG, Meihua LI, Chaofeng REN, Yalin ZHAO, Fen LIU. Application of Micro-video in Diagnostic Lung Physical Examination Teaching[J]. Journal of Kunming Medical University, 2022, 43(10): 182-186. doi: 10.12259/j.issn.2095-610X.S20221023

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Application of Micro-video in Diagnostic Lung Physical Examination Teaching

doi: 10.12259/j.issn.2095-610X.S20221023

The Affiliated Calmette Hospital of Kunming Medical University， Kunming Yunnan 650031，China

Received Date: 2022-04-15
Available Online: 2022-10-09
Publish Date: 2022-10-31

Abstract

Abstract

Objective To explore the application effect of micro-video teaching in lung physical examination of clinical medical students. Methods A total of 80 five-year undergraduates of 2016 and 2017 clinical departments of Kunming Medical University were randomly selected as the control group, and 82 five-year undergraduates of 2018 and 2019 clinical departments were randomly selected as the experimental group. The traditional teaching methods were used in the control group, and the teaching mode of combining micro video and traditional teaching was used in the experimental group. At the end of the course, the results of practical skills examination and questionnaire survey are used to evaluate the teaching effect. Results The test scores of the control group were lower than those of the experimental group （83.16±8.80）, and the difference was statistically significant （P < 0.05）. The results of questionnaire survey showed that the scores of intuitiveness and comprehensibility in the control group （8.09±1.94） were lower than those in the experimental group （8.96±1.36）. The mastery score of the control group （8.21±1.80） was lower than that of the experimental group （8.74±1.58）. The memorability score of the control group （4.60±0.89） was lower than that of the experimental group （8.41±1.85）. The score of exercise referability in the control group （7.76±2.03） was lower than that in the experimental group （9.05±1.62）. The timeliness score of teacher feedback in the control group （8.35±1.90） was lower than that in the experimental group （9.29±1.16）. The score of teacher feedback in the control group （8.49±1.69） was lower than that in the experimental group （9.26±1.30）, and there were statistically significant differences between the experimental group （micro video combined with traditional teaching group） and the control group （traditional teaching group）（P < 0.05）. At the same time, the students’ learning enthusiasm, learning efficiency and autonomous learning ability are improved and they have strong problem-solving ability. Conclusion The teaching mode of combining micro video with traditional teaching can improve the teaching effect and quality in clinical teaching, which is worth popularizing in clinical teaching.
- Lung physical examination,
- Medical education,
- Micro-vide

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References(16)

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