病理生理学一流本科课程线上线下混合式教学实践与思考

Practice and Thinking of Online-offline Mixed Teaching Mode of Pathophysiology

从小规模限制性在线课程(small private online course,SPOC)建设、教学实施方案和考核评价体系的优化等方面,探讨线上线下混合式教学模式在病理生理学教学中的应用,以评价其对教学质量的提升作用,为高校混合式教学改革提供参考。以山东第一医科大学2018级临床医学本科12个班631人为教学对象,基于SPOC开展线上线下混合式教学,每一章内容的教学分为课前、课中和课后三个阶段。通过教学平台数据分析、问卷星App问卷调查以及期末考试成绩分析评价学生理论知识掌握和综合能力提高情况。结果显示,该教学模式不仅加深了学生对所学理论知识的理解和掌握,而且提高了其归纳总结、自主学习能力和分析、解决实际问题和临床思维以及团队合作、语言表达等方面的能力,且在期末时学生对该混合式教学模式的认可度比期中时显著升高(P<0.01)。全部章节开展混合式教学的2018级期末考试成绩高于部分章节开展混合式教学的2017级成绩,且高于开展传统课堂授课的2016级成绩(P<0.05),差异有显著性。本研究结果表明以高质量教学微视频为核心、临床病例和问题为基础,以线上线下“零时空”讨论为主要沟通方式,以行之有效的教学实施方案和形成性评价为保障,全程开展的线上线下混合式教学可将线上知识传授与线下能力提升有机结合,真正实现了“学生为中心”的教育理念。

From the aspects of the construction of small private online course(SPOC),the optimization of the teaching implementation plan and the assessment and evaluation system,this study explored the application of the online-offline mixed teaching mode in the teaching of pathophysiology to evaluate its effect on the improvement of teaching quality and to provide reference for mixed teaching reform in colleges and universities.Taking 631 clinical medicine undergraduates in 12 classes of grade 2018 in Shandong First Medical University as teaching objects,online-offline mixed teaching was carried out based on SPOC,and the teaching process of each chapter was divided into three stages:pre-class,in-class and after-class.Through the analysis of teaching platform data,the questionnaire survey by the questionnaire star App platform and the final exam score analysis,the improvement of students'theoretical knowledge mastery and comprehensive ability was evaluated.The results showed that this teaching mode not only deepened students'understanding and mastery of the theoretical knowledge,but also improved their ability to summarize,self-learn,analyze and solve practical problems,and enhanced the qualities of clinical thinking,teamwork,language expression,etc.At the end of the semester,students'satisfaction rates about the mixed teaching mode was significantly higher than at the midterm(P<0.01).Moreover,the final exam score of undergraduates of grade 2018 with the mixed teaching for all chapters was higher than score of undergraduates of grade 2017with the mixed teaching for some chapters,and significantly higher than score of undergraduates of grade 2016with traditional classroom teaching(P<0.05).The results indicate that with high-quality teaching micro-videos as the core,clinical cases and problems as the basis,online-offline“zero time and space”discussions as the main communication method,and effective teaching implementation plans and formative evaluations as the guarantee,the online-offline mixed teaching carried out throughout the whole process can organically combine online knowledge transfer with offline ability improvement,and truly realize the“student-centered”educational philosophy.