PDF(Pubmed)
Abstract：
OBJECTIVE: To better construct teaching resources, enhance real-time interaction and feedback between teachers and students in and out of class, and improve the teaching quality of parasitology, our team set up a WeChat public account I love Parasitology.
METHODS: The data sources were mainly from original pictures and multimedia materials of different parasites collected and produced by our team, as well as related materials collected from traditional publications and digital media. With the instant interactive platform, course schedules and corresponding teaching contents were sent by push notifications, case-based learning was carried out, and 2-way communication between students and teachers was achieved. Teaching effectiveness was assessed using a self-evaluation questionnaire.
RESULTS: A WeChat public account suitable for our daily teaching of parasitology was established. The second recursion and implementation of the learning resources allowed students to conduct in-depth reading and get unrestricted access to high-quality resources through the public account. In addition, all contents were in digital forms and made the original resources reborn, which would make up for our current and future shortage of physical teaching specimens. Moreover, the results from the questionnaire indicated that all these actions encouraged students to master theoretical knowledge, improved their abilities of case analysis and communication, and increased their knowledge of academic progress.
CONCLUSIONS: Our WeChat public account can provide excellent learning materials for students and is a good supplement to the routine education of human parasitology.
METHODS: The data sources were mainly from original pictures and multimedia materials of different parasites collected and produced by our team, as well as related materials collected from traditional publications and digital media. With the instant interactive platform, course schedules and corresponding teaching contents were sent by push notifications, case-based learning was carried out, and 2-way communication between students and teachers was achieved. Teaching effectiveness was assessed using a self-evaluation questionnaire.
RESULTS: A WeChat public account suitable for our daily teaching of parasitology was established. The second recursion and implementation of the learning resources allowed students to conduct in-depth reading and get unrestricted access to high-quality resources through the public account. In addition, all contents were in digital forms and made the original resources reborn, which would make up for our current and future shortage of physical teaching specimens. Moreover, the results from the questionnaire indicated that all these actions encouraged students to master theoretical knowledge, improved their abilities of case analysis and communication, and increased their knowledge of academic progress.
CONCLUSIONS: Our WeChat public account can provide excellent learning materials for students and is a good supplement to the routine education of human parasitology.
摘要：
目的：为了更好地建设教学资源，加强师生在课堂内外的实时互动和反馈，提高寄生虫学教学质量，我们的团队建立了一个微信公众账号我爱寄生虫学。
方法：数据源主要来自我们团队收集和制作的不同寄生虫的原始图片和多媒体材料，以及从传统出版物和数字媒体收集的相关材料。借助即时互动平台，课程安排和相应的教学内容通过推送通知发送，进行了基于案例的学习，实现了师生双向沟通。使用自我评估问卷评估教学效果。
结果：建立了适合我们日常寄生虫学教学的微信公众账号。学习资源的第二次递归和实施使学生可以进行深入阅读，并通过公共帐户不受限制地获取优质资源。此外,所有内容都是数字形式，使原始资源重生，这将弥补我们当前和未来物理教学标本的不足。此外，问卷调查的结果表明，所有这些行为都鼓励学生掌握理论知识，提高了他们的案例分析和沟通能力，并增加了他们对学术进步的了解。
结论：我们的微信公众号可以为学生提供出色的学习材料，是对人体寄生虫学常规教育的良好补充。
方法：数据源主要来自我们团队收集和制作的不同寄生虫的原始图片和多媒体材料，以及从传统出版物和数字媒体收集的相关材料。借助即时互动平台，课程安排和相应的教学内容通过推送通知发送，进行了基于案例的学习，实现了师生双向沟通。使用自我评估问卷评估教学效果。
结果：建立了适合我们日常寄生虫学教学的微信公众账号。学习资源的第二次递归和实施使学生可以进行深入阅读，并通过公共帐户不受限制地获取优质资源。此外,所有内容都是数字形式，使原始资源重生，这将弥补我们当前和未来物理教学标本的不足。此外，问卷调查的结果表明，所有这些行为都鼓励学生掌握理论知识，提高了他们的案例分析和沟通能力，并增加了他们对学术进步的了解。
结论：我们的微信公众号可以为学生提供出色的学习材料，是对人体寄生虫学常规教育的良好补充。
