| Summary: | 碩士 === 國立臺南大學 === 數位學習科技學系碩士在職專班 === 106 === This study aims to explore the effects of different teaching strategies on the effectiveness of learning radiation for medical practitioners. Total 42 medical practitioners in one of Tainan district teaching hospital were collected and randomly divided into two groups, each with 21 students. Total 180 minutes teaching courses were respectively given to the two groups. The control group was traditional teaching method and the experimental group was hybrid learning method which combined e-learning courses and Simulation-based education. Baseline data and radioprotection knowledge test were collected in order to understand the basic ability of students before teaching courses. After the experiment, the univariate test is used for statistical analysis to understand the differences in the two groups of radioprotection learning effect. The independent variables of this study are different teaching strategies. The dependent variables are students’ radioprotection learning achievement. According to the purpose of the study, the research material is radioprotection learning foundation test. The data were analyzed using a paired samples t test, ANCOVA, and two-way ANOVA method.
At the end of this study, we interviewed the students of the hybrid learning group for their thought of the experience.
The results showed that：(1) There were significant improvements both in the different teaching strategies (2) However, the experimental group has a greater learning achievement than the control group. (3) There was also significant improvement both in the radiology category and non-radiology category. Moreover, there were no significant differences of learning achievement between the two categories.
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