作为科技工作者自发组成的科技社团,其主要职能是促进学术领域的交流合作,发现、培养人才,推动学科发展,促进科技成果转化.近年来,在中国科协的领导下,210多个全国学会取得了丰硕的发展成效,这与其国际化发展历程密不可分.

Objective:To evaluate the online teaching for undergraduates at the pre-medical and basic medicine stage in Peking University Health Science Center during COVID-19 pandemic period and to provide reference for improving the quality of online teaching.Methods:Self-designed questionnaire was used in this study. A total of 105 five-year program undergraduates of clinical medicine and eight year program of basic medicine at the education stages of pre-medicine and basic medicine and 10 teachers were selected from February 24 to March 1, 2020.The comparison between online teaching and traditional teaching in terms of strengthens and weakness was implemented. The data were analyzed by Fisher's exact test.Results:Compared with the traditional teaching, 37.1% (39/105) of the students and 6 teachers considered that the effect of online teaching was equal to traditional teaching and 39.0% (41/105) of the students and 3 teachers thought that the teacher's in teaching plan document was 125% higher than that in traditional teaching and 35.2% (37/105), 19.1% (20/105), 4.8% (5/105) of the students and 3, 2 and 1 teachers thought that in online teaching environment, the classroom interaction decreased to 75%, 50% and 25% respectively. There was no significant difference between students and teachers in the evaluation of the adequacy of lesson preparation and the effect of classroom interaction (all P> 0.05). Teachers listed three advantages of online teaching as the feasibility of reviewing after class, the teaching time and place were more flexible and the students in different classes were able to join the course simultaneously; Teachers listed three difficulties of online teaching as barrier to implement the training of lab experiment, surgical operation and other clinical skills, the network is sometimes stuck, and students' learning situation were not able to be followed. There were 63.8% (67/105) of the students and 8 teachers thought that online teaching was a complementary pathway for traditional teaching at moment. Conclusions:In the online teaching, the teachers are better prepared for the lesson, but the classroom interaction is not as good as that in traditional pathway. The current teaching mode should still be based on traditional pathway and online teaching function as a complementary technology to traditional teaching.

Objective:To analyze the differences in the evaluation of online teaching outcome of Peking University medical undergraduates at different learning stages and different learning weeks during the epidemic of COVID-19, and to explore effective strategy to improve the online teaching outcome of medical students.Methods:From February 17, 2020 to March 15, 2020, 644 undergraduates in 2016-2019 grade majoring in five-year and eight-year clinical medicine, five-year and eight-year stomatology, five-year preventive medicine were selected as the research objects, who were in the three stages of medical preparatory, basic medicine and clinical medicine of Peking University and engaged in online learning. Questionnaire survey method was used to investigate the online teaching effect of students in different stages and learning weeks.Results:Students from pre-medicine, pre-clinical and clinical learning stage have increases in their satisfaction. Meanwhile, the quality of communication with faculty decreases significantly( F=10.393, P<0.01). With the advancement of online teaching and learning weeks, the communication between students and teachers has increased significantly, but student’ interest in learning has decreased significantly (all P <0.01). Conclusions:The online learning outcomes of medical undergraduates vary with different learning stages and in different online learning weeks. It is necessary to adopt a targeted teaching method so as to improve the online learning outcome of students.