Research on Practice Teaching of Medical Laboratory Science BasedonComputerTechnology

In modern society, there is an increasing tendency to innovate and start new talents, especially in medical laboratory science. At present, we need to study how to strengthen personnel training. The current teaching methods mainly include traditional manual teaching and network teaching. Medical laboratory science mainly uses PBL teaching, we conducted group experiments for these two teaching methods. The results show that the practice effect of the PBL teaching group is significantly improved compared with the traditional teaching group, but there was no obviously difference between the two groups in terms of theoretical performance. The results show that network and computer technology can significantly improve the quality of medical laboratory practice teaching and professional level of students.


Introduction
Medical laboratory science is an experimental and highly technical specialty.Almost all professional theoretical knowledge comes from medical practice.The important subject of medical laboratory science teaching is that students should master the practical core tasks in medical laboratory science, they should establish correct analysis and problem-solving ideas, at the same time, they should also improve their practical ability.The PBL teaching method was proposed by American neurology professor Barrows in 1969.The teaching model is based on questions, student-oriented, teacher-led, self-learning, and lectures by everyone [1]. It effectively trains students' ability to discover and solve problems by setting learning into complex and meaningful problem situations.

The status of traditional medical laboratory practice
There are many shortcomings in the clinical teaching of traditional medical laboratory interns. In terms of interns: the existing laboratory knowledge education has been unable to keep up with the needs of the rapid development of clinical laboratory work. There is a certain gap between the theoretical foundation and practice of interns; interns are highly dependent and lack initiative in internships. In terms of teaching teachers: teaching teachers have different academic levels and work experience, and the quality of teaching is different; in the traditional internship teaching process, teachers often simply impart knowledge and skills, and do not pay attention to the cultivation of interns' initiative, enthusiasm and potential ability; Due to heavy inspection tasks and heavy workload, some teaching teachers only ask interns to help with some low-tech operations, and the quality of teaching is not high [2].

Comparison of traditional teaching mode and computer-based practice teaching mode of medical laboratory science
The topic uses network and computer technology to introduce the core work content of the laboratory to the students' internship process, stimulates the interest of learning in the way of PBL, and contrasts with the traditional teaching mode [3].

Objects and methods
(1) Object and grouping. The 2013 medical laboratory internship students (16 people) were randomly divided into two groups. One group was the control group, using traditional teaching; the second group was the experimental group, using network and computer technology to practice the "Laboratory Indoor Quality Control Analysis System" and "Real-time simulation approval system" implements PBL teaching.
(2) Method. The intern students go through the following three stages in the internship of each professional group: Phase 1: 2-3 weeks, both groups will enter the same clinical internship; Phase 2: 2-3 weeks, group 1 is still in clinical internship; 2 groups were taught PBL, the specific performance is: 1 Give the initiative to students. It is completed by students from the beginning of the test preparation stage. Students will select instruments, prepare reagents, and complete indoor quality control and testing based on the specific inspection items of the specimen.
2 Independence in the inspection process. During the inspection process, the teacher's role changed from "instructor" to "inspector", not easily intervening in the inspection, and only reminded students when they made major mistakes. 3 The results after the inspection are issued. This is the most important link. Students are still playing the leading role. The test specimens are taken as the entry point, and the inspection process is the main line. When analyzing the results or problem analysis, refer to the basic information of the patient, diagnosis, disease progression, medication and other related materials. Case analysis is completed in a progressive way, and the "Laboratory Indoor Quality Control Analysis System" and "Real-time Simulation Approval System" are operated in real time, and data are analyzed in turn and results are reported. After the operation, other students will ask questions.
The third stage: 2-3 weeks, 2 groups return to the clinic, and both groups are in clinical practice. After the internship of each professional group, the students will be assessed uniformly on inspection principles, operating precautions, critical value returns, and unqualified specimen handling, and conduct a questionnaire survey [4].
(3) Statistical methods. The SPSS 16.0 software was used to conduct t-test on the performance assessment of the two groups of students, and p <0.05 was statistically significant.

Results (1) Internship evaluation results and theoretical evaluation results
The results showed that the practice effect of the experimental group was significantly higher than that of the control group, but there was no significant difference between the two groups in terms of theoretical performance. See Table 1 for details [5]. Note: * P <0.01, compared with the control group.
(2) Questionnaire survey results 16 questionnaires were issued and 16 were returned, with an effective rate of 100%. The PBL teaching effect survey is as follows: Through the practice of the same class hours, in terms of testing skills, 89.5% of the experimental group thinks that the students who have made a lot of progress, while the control group is 71.5%; in terms of interest in learning, those who think they are very interested in the experiment Group and control group were 85.5% and 62.0% respectively; in terms of confidence in the distribution of test results, the experimental group and control group were considered to be 90.0% and 56.5% respectively; in terms of clinical communication, the The experimental group and the control group were 80.0% and 72.5%. The results show that, in the practice of medical laboratory science, the use of network and computer technology to implement PBL teaching has improved students' interest and confidence in learning, and laid a good foundation for improving the professional level in the later period and fostering a serious and responsible work attitude [6].

The significance of planning to create a clinical teaching website to assist clinical laboratory practice teaching
In recent years, with the opening, operation and improvement of the medical laboratory information system, the networked and informatized laboratory management work has been realized, and a good network environment and hardware conditions have been provided for the realization of online teaching reform. At the same time, multimedia and network have been used in medicine. The advantages in education are becoming more and more prominent, which improves the information literacy of teachers. In order to enable interns to master laboratory knowledge and skills in the shortest period of internship, it is planned to rely on the hospital computer local area network to create a clinical teaching website for interns in medical laboratory to assist clinical practice, hoping to achieve the following effects [7].
(1) Change the teacher-centered teaching model where students only listen to teachers' lectures in the past, reduce the passivity and blindness of interns in internships, help and strengthen interns' understanding and mastery of the knowledge they have learned, and improve students' satisfaction degree.
(2) Reduce the distance between classroom teaching and clinical teaching. Interns can comprehensively and systematically understand and master various inspection operation points, professional knowledge and skills, and more cutting-edge knowledge, so that students can use the professional knowledge they have learned more quickly in clinical practice and improve the quality of internship.
(3) Multimedia technology integrates graphics, text, audio, and images, and uses special display techniques to vividly and vividly express clinical teaching content, visualize abstract medical problems, and better express key and difficult problems. It helps learners to better grasp the invisible and intangible phenomena. Students learn directly through the computer, and the initiative and enthusiasm of learning can be fully mobilized, from the passive acceptance learning in the past to the active participation learning. In addition, the advantage of the Internet beyond time and space allows learners to learn through the Internet at any time, to achieve interaction on the Internet, and to carry out "self-discovery and self-exploration"-style learning, which is crucial for cultivating a new generation of newcomers with innovative capabilities and a spirit of cooperation Meaning [8].

Bureau city network inspection professional teaching website
The module of the clinical teaching website for medical laboratory interns is shown in Figure 1. The bureau city network inspection professional teaching website has the following modules: (1) Internship management: introduce the rules and regulations of the department, internship plans and arrangements, examination and thesis management of interns; teachers and staff; various notices and announcements. It is convenient for students to inquire, so that students have an overall understanding of internship arrangements.
(2) Teaching content: build interactive multimedia teaching materials based on the syllabus, and provide teaching courseware downloads. Information pictures of clinical medical laboratory practice course teaching. Experimental operation process and cell morphology video under microscope. Audiovisual responsibility material. Computer multimedia courseware can be made into computer through text and image processing software, video capture card or scanning. It can be used for online teaching or for interns to check the garden at any time.
(3) Learning area: real-time interaction and communication between teachers and students, and between students and students through question and answer. This is an important link to ensure the quality of teaching and cultivate students' imagination and creative thinking, and it is also an important way to cultivate students' spirit of collaboration.
(4) Message board: After students discover problems during the internship, they can promptly report back to teachers; the collective answering method for students can save time and improve efficiency [9].
(5) Test: Set up test questions to allow students to self-determine their mastery of knowledge and conduct relevant assessments according to different internship groups. Students can find out in time according to the assessment situation. Make up for your shortcomings.
(6) Academic Trends: Links to websites related to medical testing, allowing students to obtain the latest knowledge and cutting-edge technology, and expand existing knowledge; online, to search for new research and paper writing [10]. (7) Help: Learn how to use the website.

Conclusion
It has achieved certain results in the practice teaching of medical laboratory science when using PBL teaching,and the PBL teaching is based on network and computer technology.In addition, it places higher demands on teachers,teachers' comprehensive knowledge, classroom grasping ability and teaching level should all be improved.This is a useful teaching exploration from both teaching and learning.