SPOC结合对分课堂混合式教学模式在儿科见习教学中的应用效果评估

Evaluation of the application effect of the SPOC combined with divided classroom mixed teaching mode in pediatric probation teaching

目的:探讨小规模限制性在线课程(SPOC)结合对分课堂混合式教学模式在儿科见习教学中的应用效果。方法:选取2023年11月—2024年4月在中山大学附属第七医院(深圳)儿科见习的中山大学医学院临床专业本科四年级学生120名,采用随机化分配原则将其分为观察组和对照组两组各60名,观察组实施SPOC结合对分课堂混合式教学模式,对照组采用传统教学模式。比较两组见习结束后出科考试成绩和学习满意度。结果:见习结束后,观察组知识测试、案例分析、技能考核成绩及对教学内容、教学方法、总体学习体验满意情况得分高于对照组,差异有统计学意义(P<0.05)。结论:SPOC结合对分课堂混合式教学模式可以解决传统见习教学中理论与实践相分离的问题,有利于学生发挥主观能动性,促进其知识内化吸收与迁移应用,能有效提高儿科见习教学效果,但其在技术依赖和教学设计方面的挑战依然存在。

Objective To explore the effect of small private online courses(SPOC)combined with divided classroom mixed teaching mode in pediatric probation teaching.Methods A total of 120 fourth-year undergraduate clinical students of the School of Medicine of Sun Yat-sen University,who were interns in the Department of Pediatrics of the Seventh Affiliated Hospital of Sun Yat-Sen University(Shenzhen)from November 2023 to April 2024,were selected and divided into the observation group and the control group with 60 students in each group by the principle of randomized allocation.The observation group implemented the mixed teaching mode of SPOC combined with divided classroom,while the control group adopted the traditional teaching mode.The results and satisfaction of study were compared between the two groups after the internship.Results After the internship,the scores of knowledge test,case analysis,skill assessment and satisfaction with teaching content,teaching method and overall learning experience of the observation group were higher than those of the control group,with statistical significance(P<0.05).Conclusions SPOC combined with divided classroom mixed teaching mode can solve the problem of separation of theory and practice in traditional probation teaching,help students to exert their subjective initiative,promote their knowledge internalization,absorption,transfer and application,and effectively improve the effect of pediatric probation teaching.However,challenges still exist in terms of technology dependence and teaching design.