Study of the effect of the blending instructional teaching mode in the obstetrical resident standard-ization training course
10.3760/cma.j.issn.2095-1485.2018.06.021
- VernacularTitle:混合型教学在产科住院医师规范化培训中的应用研究
- Author:
Weimin WANG
1
;
Qiang MA
;
Guiqin BAI
;
Jian WANG
Author Information
1. 710061,西安交通大学第一附属医院妇产科
- Keywords:
Obstetrical resident standardization training course;
MOOC;
Flipped Class;
Blend-ing instructional teaching mode
- From:
Chinese Journal of Medical Education Research
2018;17(6):631-635
- CountryChina
- Language:Chinese
-
Abstract:
Objective The blending instructional teaching mode was used in the obstetrical resi-dent standardization training course and the effect was evaluated. Methods 36 resident physicians who attended obstetrical resident standardization training were chosen as blending instructional teaching group and traditional teaching group, 18 physicians per group. The physicians of blending instructional teaching group received blending instructional teaching mode, which included the obstetrical MOOC and Flipped Class, while the traditional teaching group only took part in the clinical management ruled by the hospital. Staging examination was performed according to the resident physician culture curriculum. Descriptive statistics, t test and chi-square test were performed by SPSS 21.0 lines. Results The average score of theory examination [(93.21±5.40) vs. (81.32±7.10)], practical skill [(89.75±4.70) vs. (68.96±8.20)] and clinical intellectual [(88.64±9.30) vs. (75.88±9.70)] in the blending instructional teaching group was significantly higher than that in the traditional teaching group (P<0.05). The physicians' satisfaction rate of manipulative ability in the blending instructional teaching group was significantly higher than that in the traditional teaching group (72.22% vs. 16.76%), which had statistical significance ( χ2=16.74, P=0.003); The physi- cians' satisfaction rate for the tutor in the blending instructional teaching group was significantly higher than that in the traditional teaching group (83.30% vs. 11.11%), which had statistical significance ( χ2=21.67, P=0.000). Conclusion The blending instructional teaching mode adapts to the development trend of teaching , and improves the effect of obstetrical resident standardization training course.
