Abstract
Objective: During the prevention and control of the outbreak of the new coronavirus, an upsurge of online teaching was set off in various teaching institutions. There is a relatively new online teaching method that has stood out, namely the screen sharing method. The purpose of this study was to compare the effectiveness of live broadcasting and PowerPoint recorded lectures in terms of medical students’ mastery of knowledge. Methods: The study was carried out among medical students of class 1806 from the First Affiliated Hospital of Xi’an Medical University who were in their clinical years. The students were randomly divided into two groups, in which 15 students were enrolled in the live broadcast lecture group, while 13 were in the PowerPoint recorded lecture group. Each group underwent two weeks of teaching in obstetrics and gynecology. After the second week of the course, a knowledge post-test and satisfaction survey were carried out, and the same test paper was used again 14 days after the previous test. The knowledge post-test and satisfaction survey were carried out using the Dingding intelligent form. Results: With regard to the post-test knowledge, the scores of the students under the two teaching methods were high, indicating that the learning effects from the two methods are similar (p > 0.05). In terms of satisfaction, students showed more acceptance to screen sharing lectures (p < 0.01). Conclusion: In small-scale online teaching, live lecture with screen sharing is a better and more effective teaching method, and students are more likely to accept this teaching method.
