线上慕课联合线下教学在研究生伤寒琢课程中的实践效果

Practical effect of online MOOC combined offline teaching in the graduate course of pondering on typhoid fever

目的明晰线上慕课(massive online open course,MOOC)联合线下教学在研究生伤寒琢课程中的实践效果。方法选择南京中医药大学2021级中医学相关专业120名硕士研究生(以下简称研究生)为研究对象。根据学位类型、性别、年龄等因素,采用分层随机方法将120名研究生分为试验组和对照组,每组60名研究生。两组研究生教学时间均为36学时。试验组研究生采用线上慕课联合线下课堂教学,其中线上慕课教学12学时,线下课堂教学24学时;对照组研究生采用线下课堂教学。教学结束后,两组研究生分别进行2种考核:标准化病人(SP)参与的情景模拟考核和统一试卷考试。情景模拟考核SP由临床SP扮演,考核内容分为中医临床诊疗操作水平、医德表现和SP主观感受3个部分,皆以百分制评分,3部分考试评分占总成绩的60%,各部分成绩在总成绩中的占比均为20%;统一试卷考试评分占总成绩的40%。然后,将2种考核方式、4个项目的考核成绩按照既定比例计算总成绩。同时,教学结束后对教师和两组研究生进行教学效果问卷调查。结果试验组研究生中医临床诊疗操作水平、医德表现和SP主观感受评分,试卷考试成绩和总成绩均优于对照组研究生,其差异均具有统计学意义(均P<0.01)。教师和两组研究生对教学效果的评分比较,其差异均无统计学意义(均P>0.05)。结论线上慕课联合线下教学在研究生伤寒琢课程中的实践效果优于单一线下教学,且这种混合式教学方式不影响师生的教学体验,值得进一步应用推广。

Objective To clarify the teaching effect of online massive online open course(MOOC)combined with offline teaching on the course of pondering on typhoid fever for postgraduates.Methods 120 postgraduates of grade 2021 in Nanjing University of Chinese Medicine were selected.According to the degree type,gender,age and other factors,they were divided into two groups by stratified random method:experimental group and control group,with 60 people in each group,and the total class hours of each group were 36 class hours.Experimental group chose the online and offline joint teaching of pondering on typhoid fever,in which the teaching time of online MOOC was calculated as 12 class hours,and the offline teaching was compressed to 24 class hours;Control group was the offline teaching of pondering on typhoid fever.After the course,the two groups were assessed respectively,and the assessment content was divided into two parts:the assessment using standardized patient(SP)scenario simulation assessment and the unified test paper examination.The SP assessment was performed by a special clinical SP,which was divided into three parts:the level of clinical diagnosis and treatment of traditional Chinese medicine,the performance of medical ethics,and SP’s subjective feelings,all of which were scored by a hundred point system,accounting for 20%of the total score;The examination paper accounted for 40%of the total score.After that,the total scores of two assessment parts and four items were calculated in proportion.At the same time,after the course,teachers and students were investigated by paper questionnaires.Results The students in experimental group were better than those in control group in TCM clinical diagnosis and treatment operation,medical ethics assessment,SP scoring,test paper examination and total score(all P<0.01),but there was no significant difference in the feedback score of teachers and students in the two groups(all P>0.05).Conclusions The teaching effect of online MOOC combined with offline teaching in the course of pondering on typhoid fever for postgraduates is better than that of offline teaching alone,at the same time,this blended teaching method does not affect the teaching experience of teachers and students,so it is worth further application and popularization.