Application of blended teaching in clinical skill practice course for undergraduate medical students
10.3760/cma.j.cn116021-20230920-01525
- VernacularTitle:医学本科生临床技能实践课程混合式教学研究
- Author:
Jie CHEN
1
;
Baohua DUAN
;
Jun YU
;
Haibo SHEN
;
Jingshen CHU
Author Information
1. 上海交通大学医学院附属新华医院内科，上海 200092
- Keywords:
Blending teaching;
Clinical skills and practical ability;
Undergraduate medical student
- From:
Chinese Journal of Medical Education Research
2023;22(12):1806-1810
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the application and effect of blended teaching model in clinical skill training.Methods:According to the practical teaching syllabus for undergraduate medical students in Shanghai Jiao Tong University School of Medicine and the national practical operation examination for medical practitioners, 20 basic skills of internal medicine, surgery, gynecology, pediatrics, and emergency were selected. A total of 120 junior medical students in the experimental group received the practice course of basic clinical skill operations using the online and offline blended teaching model in the academic years of 2020-2021, and 120 medical students in the control group received this course using the offline teaching model alone during the same period of time. The two groups were compared in terms of process completeness, skill proficiency, aseptic concept, communication and care, and clinical thinking, and a questionnaire survey was conducted for the students in the experimental group to investigate course design, adaptability, interest, satisfaction, and learning effect. SPSS 21.0 was used to perform the Wilcoxon rank-sum test and the chi-square test.Results:There were no significant differences between the two groups in general information such as sex and major. The experimental group had significantly better scores of the above practical abilities than the control group [88 (86,89) vs. 75 (72,77), 57 (56,58) vs. 52 (50,54), 7 (6,8) vs. 5 (4,6), 8 (7,8) vs. 5 (4,6), 9 (8,9) vs. 6(6,7), 8 (7,9) vs. 7 (6,7), P<0.001], and the questionnaire survey showed that the students in the experimental group gave a relatively high overall evaluation of the course (4.0-4.8 points). Conclusions:The blended teaching model is beneficial to the cultivation of clinical skills and practical ability in undergraduate medical students and can help to enhance their self-learning and operational abilities and improve classroom efficiency and teaching effectiveness.
