新医科背景下《生物化学与分子生物学》混合式教学改革与实践

Reform and practice of blended teaching of biochemistry and molecular biology in the context of new medicine

目的探讨“课前同步小规模限制性在线课程(small private online course,SPOC)+课堂翻转+课后知识拓展”的混合式教学在《生物化学与分子生物学》理论教学中的应用效果。方法选取齐齐哈尔医学院2020级临床医学、预防医学、药学类专业共951名学生作为教学改革研究组(试验组),其课程依托自建慕课(massive open online course,MOOC)课程和中国大学MOOC资源,构建混合式教学,采用小班分组、案例驱动和多元化考核等改革方式,开展以案例和知识点交叉融合为主线的理论翻转教学活动;对照组为2019级临床医学、预防医学、药学类专业学生共847名,理论课实施传统教学。课程采取线下考核为主、线上考核为辅的方式进行评价,通过考试成绩、问卷调查、网络投票等方式收集反馈信息。采用SPSS 20.0进行统计学分析,组间比较采用t检验。结果试验组学生期末总成绩得分高于对照组[(92.12±3.88)vs.(86.73±5.27)],差异有统计学意义(P<0.05)。问卷调查显示,试验组学生对混合式教学改革满意度较高,增加了学生参与、体验与分享等活动。2020级临床医学专业学生认为初步建立了临床思维(263人,92.61%),熟悉了常见疾病的临床表现及发病机制(262人,92.25%);2020级预防医学专业学生认为增强了为公众服务的意识(151人,93.21%),培养了健康宣讲指导健康生活的能力(148人,91.36%);2020级药学类专业学生认为掌握了疾病治疗药物的作用机制(138人,93.24%),了解了临床合理用药(135人,91.22%)。结论混合式教学实现了以学生为中心,激发了学生学习的兴趣和主动性,提高了学生的学习效果,在一定程度上提高了教学质量。

Objective To investigate the application effect of the blended teaching model of"pre-class synchronous small private online course(SPOC)+flipped classroom+post-class knowledge expansion"in the theoretical teaching of biochemistry and molecular biology.Methods A total of 951 students majoring in clinical medicine,preventive medicine,and pharmacy in the class of 2020 in Qiqihar Medical College were selected as teaching reform research group(experimental group),and their curriculum relied on the self-built massive open online course(MOOC)curriculum and the MOOC resources of Chinese universities to construct a blended teaching model;the reform methods such as small class grouping,case-based learning,and diversified examination were adopted to carry out theoretical flipped teaching activities with cross integration of cases and knowledge points as the main line.A total of 847 students majoring in clinical medicine,preventive medicine,and pharmacy in the class of 2019 were selected as control group,and the traditional teaching method was used for theoretical courses.The courses were evaluated by offline assessment and online assessment,and feedback information was collected through examination scores,questionnaire survey,and online voting.SPSS 20.0 was used for statistical analysis,and the t-test was used for comparison between groups.Results The experimental group had a significantly higher total score of final examination than the control group[(92.12±3.88)vs.(86.73±5.27),P<0.05].The questionnaire survey showed that the students in the experimental group showed a relatively high degree of satisfaction with the blended teaching reform,which increased their participation,experiencing,and sharing activities.The students majoring in clinical medicine in the class of 2020 believed that they had established clinical thinking ability(263,92.61%)and become familiar with the clinical manifestations and pathogenesis of common diseases(262,92.25%);the students majoring in preventive medicine in the class of 2020 believed that they had increased their awareness of serving the public(151,93.21%)and developed the ability to teach and guide healthy living(148,91.36%);the students majoring in pharmacy in the class of 2020 believed that they had mastered the mechanism of action of drugs for disease treatment(138,93.24%)and understood the importance of rational drug use in clinical practice(135,91.22%).Conclusion The blended teaching model realizes student-centered teaching,stimulates the interest and initiative in learning,and improves learning outcome,thereby improving teaching quality to a certain extent.