Objective To summarize the online practice teaching experience in laboratory medicine during the coronavirus disease 2019 (COVID-19) epidemic, and explore a new practice teaching mode of laboratory medicine which can provide a reference for improving the efficiency and quality of laboratory medicine education. Methods From June 8th, 2020 to June 30th, 2020, an online questionnaire survey was conducted in teachers and students who participated in online internship teaching and learning during the COVID-19 epidemic to evaluate the effect of online internship teaching and compare the advantages and disadvantages of online and offline internships. ResultsA total of 65 valid questionnaires were collected from 35 students and 30 teachers. There was no statistically significant difference in the satisfaction scores of intern students between online and offline internships [median (minimum, maximum): 100 (80, 100) vs. 100 (80, 100), P>0.05]. Among the teachers surveyed, 90.0% thought that the pre-teaching preparation for online internship teaching was more complicated and time-consuming, 60.0% thought that the online teaching was more difficult, and 63.3% thought that online internship could not achieve the expected results. Both the teachers and students believed that online and offline internships had their own advantages and disadvantages, and they could learn from each other. Conclusions The present online practice model cannot replace the traditional offline practice. A diversified practice model combining online and offline can help further develop and improve medical laboratory practice teaching.
Since January 2020, due to the epidemic of coronavirus disease 2019, all universities in China have postponed their studies or even suspend their studies. In response to the teaching policy of “suspending class, but keeping teaching and learning” , college teachers have rapidly changed into online teaching mode. However, how to ensure the quality and effect of online teaching still needs further exploration. Through analyzing the course characteristics of medical imaging diagnostics and students’ learning situations, this study discusses how to design detailed online teaching projects and improve the teaching quality and how to select online software suitable for the course. A questionnaire survey was conducted to evaluate the effect of online teaching during the spring course in 2020, selecting a total of 297 clinical and other undergraduate students of grade 2017 from West China School of Medicine of Sichuan University. The results showed that the detailed online teaching programs including “video learning” “distance teaching” “periodic examination” “weakness tutorial” were helpful to the learning process agreed by the majority of students. During the epidemic period, online teaching method can help students master the content of medical imaging diagnosis. In the era of Internet, the “online+offline” teaching mode is expected to be popularized in the future.