线上线下混合教学模式在《临床医学概要》课程中的探索和思考

Exploration and reflection of online and offline mixed teaching mode in Clinical Medicine Summary Course

目的探讨线上线下混合教学模式在《临床医学概要》课程中的实践运用和效果。方法选取上海交通大学医学院医学检验技术专业2016、2017、2018级195名本科医学生作为研究对象,根据教学方式及年级不同将采用传统课堂教学方式的2016级学生设为对照组(n=60),采用线上教学方式2017级学生设为实验组1(n=63),采用线上线下混合教学方式2018级学生,设为实验组2(n=72)。比较3组及实验组2混合学习与课堂学习学生的教学效果,调查分析实验组2学生线上线下混合教学模式的满意度。结果对照组理论成绩均高于实验组1、实验组2,差异有统计学意义(P<0.05);实验组1与实验组2理论成绩、对照组与实验组2见习成绩比较差异无统计学意义。混合学习学生理论、见习成绩均高于课堂学习学生,差异有统计学意义(P<0.05)。实验组2学生对线上线下混合教学模式的满意度普遍较高;其中学生对“我很喜欢线上线下教学模式”“我希望继续实施混合教学”“线上线下混合教学有助于课堂讨论”“我的自学能力得到很大提升”“我的临床思维能力得到很大提升”的满意度分别为80.6%、81.9%、81.9%、83.3%、87.5%;且学生对“线上线下混合教学能激发学习兴趣”“线上线下混合教学有助于知识学习理解”“线上教学资源有助于提高学习效率”的满意度均保持在69.4%~75.0%。结论传统教学课堂在未来一段时间内仍是首选教学方式,线上线下混合教学模式有助于提升教学效果,培养学生自主学习能力,提升临床研究思维,但高效开展线上线下混合教学仍面临诸多挑战。

Objective To explore the practice and effect research of online and offline mixed teaching mode in Clinical Medicine Summary Course.Methods A total of 195 undergraduate medical students of Medical Laboratory technology major from Shanghai Jiao Tong University School of Medicine in the classes of 2016,2017 and 2018 were selected as the research subjects,the students of the class of 2016 who used traditional classroom teaching methods were set up as the control group(n=60),the students of the class of 2017 who used online teaching methods were set up as the experimental group 1(n=63),and the students of the class of 2018 who used mixed online and offline teaching method were set up as the experimental group 2(n=72).The teaching effects were compared among the three groups and between mixed learning and classroom learning in the experimental group 2,the satisfaction of students in experimental group 2 with online and offline mixed teaching mode were investigate and analyzed.Results The theoretical scores in the control group were higher than that in the experimental group 1 and the experimental group 2,and the difference was statistically significant(P<0.05);there was no significant difference in theoretical scores between experimental group 1 and experimental group 2,and the practical scores between the control group and experimental group 2.The theory and intershipperformance of mixed learning were higher than those of students in classroom learning-and the difference was statistically significant(P<0.05).The students in experimental group 2 generally had higher satisfaction with the mixed teaching mode of online and offline;among them,the satisfaction of students on"I like online and offline teaching mode very much""I hope to continue to implement mixed teaching""online and offline mixed teaching is helpful to class discussion""my self-learning ability has been greatly improved""my clinical thinking ability has been greatly improved"were 80.6%,81.9%,81.9%,83.3%and 87.5%,respectively;moreover,the satisfaction rate of students on"Online and offline mixed teaching can stimulate learning interest""online and offline mixed teaching can help knowledge learning and understanding""online teaching resources can help improve learning efficiency"remained at 69.4%-75.0%.Conclusion The traditional teaching classroom will remain the preferred teaching method for some time to come,and the online and offline mixed teaching mode will help to improve teaching effect,cultivate students'independent learning ability,and enhance clinical research thinking,but there are still many challenges to efficiently carry out online and offline mixed mixed teaching.