SPOC混合式教学在疾病筛检教学中的应用  

Application of blended learning mode based on SPOC in teaching diseases screening session for preventive medicine

作　　者：陶沙[1] 李江[1] 傅华[1] Tao Sha;Li Jiang;Fu Hua(Department of Preventive Medicine and Health Education, School of Public Health, Fudan University, Shanghai 20032, China)

机构地区：[1]复旦大学公共卫生学院预防医学与健康教育教研室,上海200032

出　　处：《中华医学教育探索杂志》2019年第6期605-609,共5页Chinese Journal of Medical Education Research

摘　　要：目的小规模限制性在线课程(small private online course,SPOC)的混合式教学可以综合不同教学方法的优势,有待在大学课堂尤其是医学教育中探讨和实践。方法本研究以两个临床医学三年级本科班为主要对象(共计84人),在预防医学疾病筛检课程中应用基于SPOC的混合式教学。采用课前制作教学视频、布置问题、学生小组讨论、师生线上交流;课内随堂测试、实施小组汇报、讨论和教师点评;课后问卷调查学生反馈的翻转课堂模式。基于问卷结果对教学效果进行评估,采用卡方和Fisher精确检验,分析影响学生选择不同学习方式的因素。结果回收有效问卷81份,75.31%的学生(61/81)认为混合式教学有趣味性,93.83%的学生(76/81)认为该形式对掌握学习内容有帮助。与传统课堂相比,认为有趣味性的学生更多地选择参与式学习,且差异具有统计学意义(χ^2=6.01,P=0.028)。认为对掌握内容非常有帮助以及准备时间少的学生倾向于参与式学习。结论SPOC混合教学规避了传统课堂的诸多弊端,提高学习者的兴趣、动机和参与感,为提升医学生素质提供了有效的途径。Objective Based on small private online course (SPOC), the flipped classroom that integrates various teaching models can combine the advantages of different methods, which needs to be further discussed and practiced in the university classroom, especially in medical education. Methods This study took two classes of grade three majoring in clinical medicine as targets to apply the team-based learning and flipped classroom based on SPOC in the course of diseases screening for preventive medicine. We prepared teaching video, proposed questions, assigned student discussions, and carried out online communications before the classes. During the classes, we organized small tests, and applied team-based reports, discussions and teachers’ evaluation. The responses of students were collected by questionnaires after the classes. We evaluated the teaching effectiveness basing on questionnaire results. Chi-square test and Fisher exact test were performed in the analysis of impact factors on students’ preferred learning mode. Results We received 81 effective questionnaires. A total of 75.31% students (61/81) thought the blended learning mode was interesting. Majority (93.83%, 76/81) of them believed this type of learning was helpful to understand the concept. Comparing with traditional classroom, students who felt interesting were more likely to choose the blended learning mode, and the difference was of statistical significance (χ^2=6.01, P=0.028). Students who felt helpful and spent less time in preparation preferred the blended learning mode. Conclusion Blended learning mode avoids many disadvantages of traditional classroom and can improve learners' interest, motivation and sense of participation, providing an effective way to improve the quality of medical education.

关 键 词：小规模限制性在线课程 混合式教学 翻转课堂 疾病筛检 

分 类 号：R1[医药卫生—公共卫生与预防医学]