| BACKGROUDHumanistic quality refers to people’s comprehensive quality or the development degree they achieve in humanities, which mainly consist of four aspects, namely possessing humanistic knowledge, understanding humanistic thought, mastering humanistic methods and abiding by humanistic spirit. As the subject that combines the dual attributes of medical science and humanities, medical science is a major that serves the health of social people. Medical colleges that cultivate high-level talents in the industry of health services should attach more importance to the cultivation of medical students’humanistic quality while teaching students professional basic knowledge. Compared with developed countries, China’s humanistic quality education developed relatively late and the teaching system remains to be improved. At present, there are relatively less class hours for humanistic quality in Chinese medical colleges; the curriculum system is irrational; the teaching arrangement lacks diversity; the teaching practice is comparatively inadequate. Current classroom teaching cannot satisfy domestic medical students’ demand for humanistic education. In recent years, medical students’ humanistic quality education gets extensive attention in China, as a result, more and more specialists start concentrate on researching of the revolution for the education model, a lot of them emphasize the importance and necessity of building a base with related network support for medical students’ humanistic quality education. Nowadays, several medical school have already set bases for it, but no related website has been established.OBJECTIVE1.Investigate medical students’ demands of practical base website for humanistic quality education about its construction module, structure contents and knowledge scope of web teaching.2.Establish medical students’ practical base website for humanistic quality education according to their needs. Evaluate the development and application effects of the website, analysis the scientificity and rationality of the website’s learning contents, learning function, interface design and technical performance.3.Make an evaluation research of medical students’ learning effects on this website, analysis the practicability of the website.OBJECTS1.The research applies the stratified sampling method to select 232 students from No.1 School of Clinical Medicine and 61 students from the School of Nursing of one medical college in Guangzhou City who are about to enter clinical practice as the research objects in the investigation on students’ demand of this website;2.Recruit 98 students from those who participate in the first part investigation as the research objects to evaluate the application effect of the website; apply the convenience sampling method to select 8 experts in the field of medicinal humanities and 5 educational experts to evaluate the development effects of the website. The experts should meet the following standards:with academic credentials above undergraduate, professional titles above sub-senior, over 10 years of teaching/working experience, be interested in this research and voluntary to participate in this research;3.Volunteers are recruited to be the research objects for the research on the learning effects achieved by the website.196 students among those who have participated in the first investigation are recruited as the research objects. Among them, there are 61 students from the School of Nursing and 135 students from No.1 School of Clinical Medicine. Using the SPSS20.0 Random Numbers Generators divided students into the intervention group (98 students) and the control group (98 students).METHODSThe research consists of three parts.The first part is about the investigation on medical students’ needs of the practical base website for humanistic quality education. With independently designed questionnaire, the research uses the stratified sampling method to make an investigation among 293 students from No.1 School of Clinical Medicine and the School of Nursing of one medical college in Guangzhou City who are about to start their clinical practice. The questionnaire is made up by 3 sections, namely basic information about the respondents, students’attitude towards web-based learning and contents requirement of the practical base website about the humanistic quality education. Among them, the last section is divided into 3 aspects, namely the demand of website construction module, the demand of website structure contents and the demand of knowledge scope of web teaching.The second part is about evaluation on the construction, development and application effects of the website. The website applies the Windows Server 2003 server operation and the Microsoft SqlServer 2005 database management system; the website configuration and database are developed based on technologies like ASP.NET and SQL Server 2000; techniques such as Dreamweaver, FrontPage, Fireworks, Flash etc. to design static web pages and lead them into VS.net to make the Web form and Web Programming Workshop (ASP.NET) is used to design and make the interaction part between users and the server; the Web container of this website is the IIS6.0 version; software like Photoshop is used to edit and process graphic images.The research collects materials based on investigation result about students’ demand of the website and suggestions given by humanistic education experts. The collected data are checked by humanistic education experts, classified and uploaded by special personnel according to relevant modules on the website. After the website ran stably for two months, the research invites 15 experts and 98 students to evaluate the development and application effects of the website respectively per System Table of Indexes to Evaluate the Development Effect of Subject-Based Learning Website (Experts) and System Table of Indexes to Evaluate the Application Effect of Subject-Based Learning Website (Students) provided by Institute of Educational Technology of South China Normal University. The total points of System Table of Indexes to Evaluate the Development Effect of Subject-Based Learning Website (Experts) is 10 points, including four first grade indexes, namely leaning content (3.5 points), learning function (3.5 points), interface design (1.5 points), technical performance (1.5 points). The total points of System Table of Indexes to Evaluate the Application Effect of Subject-Based Learning Website (Students) is 10 points, including four first grade indexes, namely interface design (1.5 points), technical performance (1.5 points), leaning content (3 points) and learning function (4 points).The third part is about the experimental study of learning effect achieved by the website. The 196 students included in the research are randomly distributed into the intervention group and the control group. Before the experiment, the research checks whether there are statistical differences between the two groups of students in general information and inspects humanistic knowledge mastered by the two groups of students and whether their points in humanistic caring ability are balanced. During the experiment, students in the intervention group are required to freely spend time in logging in practical base website for humanistic quality education to conduct independent learning. The research organizes students in the intervention group to have a meeting at 5 p.m. every Sunday to record their learning this week and answer their questions. The research does not do any intervention to the control group and what students in the control group have to do is to continue their daily learning state. The experiment lasts two months. After the experiment, investigate their humanistic knowledge scores and humanistic caring ability scores. Meanwhile, the research looks into the evaluation made by students in the intervention group on learning effect achieved by the medical students’practical base website for humanistic quality education.The humanistic knowledge test paper is completed per requirements of the teaching objectives. The paper consists of 20 single-choice questions and 5 multiple-choice questions, and the full score is 10 points; the Caring Ability Inventory (CAI) is compiled by Professor Nkongho from City University of New York and Chinese-characterized by Ma Fang at Sichuan University. It covers three dimensions, namely cognition, patience and courage, which contains altogether 37 small items; the questionnaire on evaluation about the learning effects of the medical students’practical base website about humanistic quality education independently designed by this research covers three parts, namely cognitive field, emotional field and technical field, which include altogether 18 items.STATISTICAL METHODSAll the investigation results are recorded using the EpiData3.1 software and processed by the statistical software SPSS20.0. Mean, standard deviation, constituent ratio etc. are used to describe general information of the research objects, students’ demand of each part of the website, evaluation made by experts and students about the development and application effects of the website, how often students in the intervention group study on the website, evaluation made by students in the intervention group about the learning effect, humanistic knowledge scores and caring capability points of students in the two groups before and after the experiment; t test of the two independent samples is used to test the pro-test and after-test differences between humanistic knowledge scores and caring ability points of students in the two groups; t test of the paired samples is used to test and analyze humanistic knowledge scores and caring capability points of students in the two groups before and after the experiment.RESULTS1.Results about Medical Students’Demand of the Practical Base Website for Humanistic Quality EducationAltogether 300 questionnaires were distributed and 300 were recycled, among which there are 293 effective ones, with the effective recovery rate being 97.6%. 84.8% students believe it is extremely necessary to further enhance humanistic quality education through web-based learning. The web-based teaching platform modules mostly needed by students are ranked as follows:teaching resource construction (100%), expansion of relevant knowledge (100%), teacher-student discussion area (93.2%), links of internal and external resources (82.3%) and summarized information about frontier researches (80.5%). The top five website contents needed by students are relevant case show and evaluation (4.30±0.64), recommendation about relevant books, videos etc. (4.27±0.65), practice management system (4.27±0.70), online discussion and Q&A (4.26±0.67) and result show about learning reflection (4.26±0.69). The top three scopes of knowledge that the students require the website to provide are communication skills (4.79±0.42), relevant theoretical knowledge about interpersonal communication (4.68±0.48) and medical care etiquette (4.68±0.61).2.The Construction of Medical Students’Practical Base Website for Humanistic Quality EducationBased on the investigation results about students’ demand of the website and suggestions given by humanistic educational experts, the website sets up nine level 1 columns, namely website homepage, brief introduction about the institution, information aggregation, faculty, management system, cultivation plan, knowledge expansion, resource sharing and communication platform. All the nine columns have corresponding level 2 and level 3 columns and rich learning resources. The website is open to the public. It can be visited by inputting the website (http://web3.fimmu.com/rwsz/) or through the teaching website links on the home page of the school website.3.Experts and Students’ Evaluation about Development and Application Effects of the WebsiteExperts in the field of humanistic education and educational technology evaluate the development effects of medical students’ practical base website for humanistic quality education and give evaluation scores in the following aspects:learning contents 2.93±0.31, learning function 3.00±0.19, interface design 1.30±0.38 and technical performance 1.44±0.14. Students evaluate the application effect of the website and give evaluation scores as follows:interface design 1.25±0.17, technical performance 1.22±0.23, learning content 2.48±0.43 and learning function 3.25±0.44, with the total score reaching 8.21±0.90.4.Evaluation Research on Learning Effect Achieved by the WebsiteThere is no significant difference (p>0.05) between students in the intervention group and control group when it comes to general information and there is no significant difference (p> 0.05) between students in the scores they achieve in humanistic knowledge test paper and caring ability inventory of the intervention group (6.29±0.58,172.40±10.00) and the control group (6.36±0.63,172.65±13.49) before the experiment. After the experiment, humanistic knowledge score of students in the intervention group (7.82±0.62) is higher than that of students in the control group (6.37±0.60) and the difference is of statistical significance (p<0.001), the total score of caring ability inventory (182.34±12.78) and score in the dimension of cognition (65.04±9.12) and courage (65.17±6.58) are higher than that of students in the control group(170.73±8.92,58.29±5.61,62.36±6.90) and the difference is of statistical significance (p< 0.001), but there is no significant difference (p>0.05) between the intervention group (52.12±3.60) and the control group (51.02±4.34) when it comes to score in the dimension of patience; as indicated by results of t test of the paired samples, there are differences between humanistic knowledge scores gained by students in the intervention group before and after the experiment and the differences are of statistical significance (p< 0.001), the pro-post experimental difference of the control group is not statistically significant (p> 0.05). There are differences between the total score of humanistic caring ability and scores in the dimension of cognition and courage achieved by students in the intervention group before and after the experiment, and the differences are of statistical significance (p< 0.001), the score in the dimension of patience is not statistically significant (p> 0.05), the total score of humanistic ability and scores in all the other dimensions are not statistically significant in the control group (p> 0.05); as shown by the evaluation made by students in the intervention group about the learning effect of the website, the average score is highest in the field of skills (3.95±0.58), followed by the cognitive field (3.92±0.46) and emotional field (3.75±0.66). Most of the respondents believe that web-based learning can deepen students’ understanding of humanistic quality education (4.13±0.57), independent web-based learning can strengthen the application of online resources (4.06±0.59) and students can master communicative skills required in different situations through web-based learning (4.05±0.58).CONCLUSIONS1.It’s necessary to construct medical students’ practical base website for humanistic quality education. Teaching resources need add more communication skills and interpersonal theories with related cases and analysis and related knowledge expanding to meet the demand of medical students in humanistic knowledge and skills;2.Established strictly based on the demand of medical students, medical students’practical base website for humanistic quality education sets up nine level 1 columns, namely website homepage, brief introduction about the institution, information aggregation, faculty, management system, cultivation plan, knowledge expansion, resource sharing and communication platform, focus on the construction of teaching resources and knowledge expansion modules. The website has a stable operating environment, concise and beautiful interface, rationally designed modular structures, rich and scientific teaching contents. Covering relevant thematic knowledge and expanded resources, the website has basically achieved the expected goal, can be put into use forward;3.Learning resources on medical students’ practical base website for humanistic quality education can basically satisfy students’demand of humanistic quality education. Through web-based learning can improve students’interests and motivation in learning, and the humanistic knowledge and humanistic caring ability of students can be improved to some extent. |
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