Objective: to discuss the application of mobile learning mode based on Internet in scientific probation. Methods: a total of 50 patients with 5-year clinical medicine major who were enrolled in the department of Cardi...Objective: to discuss the application of mobile learning mode based on Internet in scientific probation. Methods: a total of 50 patients with 5-year clinical medicine major who were enrolled in the department of Cardiovascular Medicine of our hospital from June 2017 to June 2018 were selected as the subjects of this study and randomly divided into 2 groups, namely the routine group and the study group, with 25 cases in each group. The normal group used the normal learning mode, while the study group used the mobile learning mode of the Internet. The two groups of students were observed and compared in terms of learning efficiency, academic performance and satisfaction rate of the two learning modes. Results: the scores of theoretical knowledge and practical skills in the study group were higher than those in the conventional group, and the differences were statistically significant (P < 0.05). The students in the study group are more satisfied with the mobile learning mode of Internet. According to various surveys, it can improve their learning efficiency, increase their independent ability of self-learning, meet their self-learning needs, enhance their understanding of the theoretical knowledge of cardiovascular medicine, mobilize their learning enthusiasm and expand their knowledge. Conclusion: compared with the conventional learning mode, the mobile learning mode based on the Internet is more efficient and can arouse students' enthusiasm for learning and academic performance, suggesting further clinical promotion.展开更多
文摘Objective: to discuss the application of mobile learning mode based on Internet in scientific probation. Methods: a total of 50 patients with 5-year clinical medicine major who were enrolled in the department of Cardiovascular Medicine of our hospital from June 2017 to June 2018 were selected as the subjects of this study and randomly divided into 2 groups, namely the routine group and the study group, with 25 cases in each group. The normal group used the normal learning mode, while the study group used the mobile learning mode of the Internet. The two groups of students were observed and compared in terms of learning efficiency, academic performance and satisfaction rate of the two learning modes. Results: the scores of theoretical knowledge and practical skills in the study group were higher than those in the conventional group, and the differences were statistically significant (P < 0.05). The students in the study group are more satisfied with the mobile learning mode of Internet. According to various surveys, it can improve their learning efficiency, increase their independent ability of self-learning, meet their self-learning needs, enhance their understanding of the theoretical knowledge of cardiovascular medicine, mobilize their learning enthusiasm and expand their knowledge. Conclusion: compared with the conventional learning mode, the mobile learning mode based on the Internet is more efficient and can arouse students' enthusiasm for learning and academic performance, suggesting further clinical promotion.
