| Objective To research on the actuality of online resources of national medical elaborate courses from 2003 to 2008,and the actuality of teachers and students'access to online resources and application.Based on them to put forward some suggestions from the macroscopic and microscopic perspective to constructing,popularizing and applying the online resources of national medical elaborate courses,in order to further improve the online resources construction and service quality,as well as promote sharing and applying online resource.Methods 1.Adopting literature investigation to research on domestic and international development of open courses,national elaborate courses and theories of online resources construction.2.Adopting content analysis and network investigation to research on national medical elaborate courses'online resources,including the time and space distribution of courses,disciplines distribution of courses,the information of courses construction,presentation and distribution of instruction content,teaching supporting environment and web interfaces.3.Adopting a questionnaire survey on teachers and students of three medical colleges in Hunan province to learn about teachers and students' access to online resources of the national medical elaborate courses and the actualityof application.Results 1.By investigating the actuality of national medical elaborate courses' online resources,the results were as follows:①The number of national medical elaborate courses conferred had increased from 15 in 2003 to 48 in 2008.Among 183 courses,80.3%of courses were centered on the eastern and central regions,63.4%of courses were concentrated in 14 medical colleges,53%of courses focused on clinical medicine and medical technology and basic medicine,the repetition rate of the same courses was 59%.②90%of courses provided the information of courses construction such as the teaching staff,teaching reform and research,teaching means and methods,and instruction resources including syllabuses,teaching plans,courseware,videos,references and so on.③43.1%of courses provided links to network resources,15%of courses provided the latest and dynamic knowledge,monographic study, expansibility resources and so on.④70%of courses presented instruction content with the text,the pictures,animations,audios and videos were less than 25%.⑤Formats of the text released were webpage,PDF,PPT, Word,and of the Videos released were WMV,RM,FLV,and downloadable resources available were less than 35%.⑥65.6%of courses offered a variety of evaluation tools and communication tools, 29.4%of courses provided cognitive tools such as search tool,15%of courses provided learning aids.⑦18%of websites set up traffic statistics and online questionnaires.⑧88.7%of websites were developed independently.2.By investigating the actuality of application of national medical elaborate courses'online resources,the results were as follows:①Ways that students were aware of national medical elaborate courses were teachers recommending or classmates informing(51.1%), school publicizing(26.2%) and internet searching(21.3%).Teachers and students accessed to national elaborate courses through the campus network links(65%and 64.6%),search engine(52.2%and 35.7%), National Elaborate Courses Resources Network(35%and 17.9%)②Teachers accessed to online resources for teaching(82.9%),courses construction(54.7%),learning about the lastest knowledge(51.9%) and used them for preparing lessons(85.1%),improving teaching skills (64.6%) and guiding students(52.6%).Undergraduate students accessed for studying and reviewing courses primarily(77%) and expanding of knowledg(51.8%).Graduate students were to learn about more lastest knowledge(42.6%).97%of teachers and students believed that online resources for teaching and learning are helpfull.③Teachers and students primarily accessed to instruction resources(88.4%and 94.2%),and preferred media format was the text(67.2%and 65.7%), video(57.1%and 60.3%)and animation(44.1%and 34.5%)④60.2%of teachers and 48.8%of students expressed satisfaction with the quality of online resources,and 33.7%of teachers held that online resources timely reflected the lastest knowledge and information,46%of students expressed satisfaction with the richness of online resources,and the satisfaction rate of updating,tutoring and questions-answering and interaction was less than 35%,of the network flow was less than 15%.⑤Factors that affected teachers and students to apply online resources were updating(67.6%and 59.2%),content(45.3%and 58%),network flow(55%),publicity and popularization(46.4%and 35.8%).⑥Major difficulties of teachers and students encountered were some of the resources could not be browsed(71.9%and 75.1%),access speed was slower(59%and 56.5%).⑦Students neglected national medical elaborate courses mainly for personal unconcerned(79.7%),The main reason they had not accessed to online resources is the website was not be found(62.2%).⑧Teachers would like to obtain more experiential instruction resources,the lastest knowledge and information and research progress,students were thirsty for learning approaches,expandable knowledge,medical cases,pictures,videos,and they wished teachers take part in online tutoring and questions-answering,more resources could be download,network was unblocked,and resources were updated timely.Conclusions 1.①The number of national medical elaborate courses increases faster,but courses are unevenly distributed and repeated construction.②The information of courses construction is rich,and basic instruction resources are available.③The latest,researchful and expandable resources are reflected.④The majority of instruction resources are presented with the text.⑤The instruction resources are released though varied format,and downloadable resources are not abundant.⑥Independent and collaborative learning environment is taking shape.⑦Applications feedback of instruction resources gradually be taken seriously.⑧Most of websites are developed independently.2.①National medical elaborate courses are known and accessed in diverse channels,but publicized mainly by teachers,accessed through campus-based Net links.②The basic application of online resources is for teaching reference and teaching aids.③Online resources contribute to the actual teaching,and have a higher degree of attention.④Online resources are lack of richness and teaching contexts.⑤The learning environment is mainly for self-learning,and lack of teaching interactive activities.⑥Online resources are short of publicity and promotion,and the quality of service is not good.⑦Sharing online resources in a high degree has not been fully realized.According to this study findings,suggestions for future construction and application of online resources of national medical elaborate courses are provided.
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