基于SPOC平台的《血液病学》在线开放课程分析与评价  

Analysis and evaluation of Hematology online open course based on SPOC platform

作　　者：沈扬[1] 尹婉宜[1] 刘清池[1] 刁兰萍[2] 云艳红 Shen Yang;Yin Wanyi;Liu Qingchi;Diao Lanping;Yun Yanhong(Department of Hematology,The First Hospital of Hebei Medical University,Shijiazhuang 050031,China;Department of Hematology,The Fourth Hospital of Hebei Medical University,Shijiazhuang 050011,China;Gymnastics Weightlifting Judo Sports Management Center of Hebei Provincial Sports Bureau,Shijiazhuang 050011,China)

机构地区：[1]河北医科大学第一医院血液内科,石家庄050031 [2]河北医科大学第四医院血液内科,石家庄050011 [3]河北省体育局体操举重柔道运动管理中心,石家庄050011

出　　处：《中华医学教育探索杂志》2023年第3期372-378,共7页Chinese Journal of Medical Education Research

基　　金：河北省高等教育教学改革研究与实践项目(2019GJJG151);河北省高等教育学会2019年度高等教育科学研究课题(GJXH2019-152)。

摘　　要：目的探索采用量化手段开展基于小规模在线课程(small private online course,SPOC)平台的血液病学在线开放课程的教学评价。方法选择临床医学专业(本科)四年级学生,采用视频观看、富文本浏览、随堂测验、专题讨论等形式,开展血液病学在线课程学习。教学内容涵盖血液病基础、贫血性疾病、血液肿瘤、出凝血疾病。通过教学行为的评估、单元测验、课程考试、SPOC成绩的评定进行教学评价。采用线性回归分析教学视频的时长与学生学习行为之间的相关关系,视频观看数量和观看时间与课程考试成绩、SPOC成绩的相关关系。采用Kruskal-Wallis检验比较课程学习行为(参与率)的差异。采用t检验比较单元测验两次答题成绩的差异,测算复本信度。采用卡方检验比较血液病学不同亚专业试题得分率的差异和血液肿瘤不同考点得分率的差异。结果教学视频观看率明显高于富文本浏览和随堂测验的参与率(P<0.001;P<0.001);视频时长与视频观看、富文本浏览、随堂测验之间无明显相关性(R=0.168,F=0.81,P=0.376;R=0.057,F=0.07,P=0.802;R=0.124,F=0.37,P=0.546);视频观看与富文本浏览、随堂测验的参与率呈显著正相关(R=0.890,F=76.41,P<0.001;R=0.934,F=163.67,P<0.001)。贫血性疾病单元测验参与率明显高于血液肿瘤(χ^(2)=49.08,P<0.001)、出凝血疾病(χ^(2)=25.97,P<0.001),第二次答题成绩有明显提高(t=-2.09,P=0.040),试题复本信度0.750。不同亚专业课程考核得分率差异无统计学意义(χ^(2)=5.20,P=0.074);视频观看数量与SPOC成绩呈显著正相关(R=0.523,F=196.22,P<0.001);血液肿瘤分子遗传学、分子生物学试题得分率明显低于一般临床资料试题(P<0.05)。结论教学视频是在线课程的基础,增加视频观看个数,提高视频观看率,可以有效调动学生富文本浏览、随堂测验等延伸学习的积极性,提高对课程学习的参与度,有利于学生学习成绩的提Objective To explore the teaching evaluation of online open course of hematology based on small private online course(SPOC)platform by means of quantitative method.Methods The fourth-year undergraduates of clinical medicine major were selected to receive online course learning of hematology,including video viewing,rich text browsing,in-class quizzes,and seminars.The teaching contents covered the basis of hematological diseases,anemic diseases,hematological tumors,bleeding and coagulation disorders.Teaching evaluation was conducted through teaching behavior assessment,unit test,course examination and SPOC scoring.Linear regression analysis was used to analyze the correlation between the duration of the teaching video and student learning behavior.The correlation between video learning quantity and viewing time and course test scores and SPOC scores was analyzed.Kruskal-Wallis test was used to compare the differences in curriculum learning behavior(participation rate).T-test was used to compare the differences between the two results of two unit tests and to calculate the alternative-form reliability.Chi-square test was used to compare the differences in scores of different sub-specialty questions in hematology,and the differences of participation rate of different examination points of hematological tumors.Results The teaching video viewing rate was significantly higher than the participation rate of rich text browsing and in-class quizzes(P<0.001;P<0.001).There was no obvious correlation between video duration and video viewing,rich text browsing,in-class quizzes(R=0.168,F=0.81,P=0.376;R=0.057,F=0.07,P=0.802;R=0.124,F=0.37,P=0.546).There was a significant positive correlation between the participation rate of video viewing and rich text browsing and in-class quizzes(R=0.890,F=76.41,P<0.001;R=0.934,F=163.67,P<0.001).The participation rate of anemic disease unit test was significantly higher than that of hematological tumors(χ^(2)=49.08,P<0.001),bleeding and coagulation disorders(χ^(2)=25.97,P<0.001),and the seco

关 键 词：小规模在线课程 血液病学 在线开放课程 课程建设 教学评价 教学改革 

分 类 号：R55[医药卫生—血液循环系统疾病]