Discussion on teaching mode of theoretical knowledge in obstetrics and gynecology for clinical medical students

Abstract

Objective To compare the classroom teaching mode and on-line live teaching mode of theoretical knowledge in obstetrics and gynecology for clinical medical students. Methods A prospective cohort study was designed. Eight-year medical students of 2014 and 2015 classes in Peking Union Medical College were divided into group A and group B. Both two groups got the same obstetric and gynecological theory from the same professors but with different teaching modes. Group A was classroom teaching mode and group B was on-line live teaching mode. Course satisfaction survey and close computer test were completed in one week. T test was used to analyze the score of the two groups. Results Compared with group B, the average score of group A was better (82.89 vs. 79.45,P＜0.01). And students in group A could get more great grades in subjective questions than group B (P＜0.001). However, students in both groups achieved almost the same scores in objective questions. All students were satisfied with theoretical teaching in obstetrics and gynecology they received. Most of students thought that few conversations with professors were the main shortage of on-line live teaching mode. Most of students thought that the two teaching modes should be combined in theoretical knowledge teaching of obstetrics and gynecology. Conclusions Students could better understand theory of obstetrics and gynecology through classroom teaching. But there is no difference in objective conception memory between students accepting classroom teaching and those accepting on-line live teaching.

Keywords

• theory of obstetrics and gynecology| classroom teaching| on-line live teaching| teaching mode