Application of mixed teaching based on E-disciplinary platform in nutrition and food hygiene course
10.3760/cma.j.cn116021-20210426-00756
- VernacularTitle:基于"对分易"的混合式教学在营养与食品卫生学课程中的应用
- Author:
Wei MI
1
;
Weijie YI
;
Wu LIAN
;
Tala SHI
;
Jiu WANG
Author Information
1. 滨州医学院公共卫生与管理学院，烟台 264003
- Keywords:
E-disciplinary;
Mixed courses;
Nutrition and food hygiene;
Effect evaluation
- From:
Chinese Journal of Medical Education Research
2022;21(2):164-167
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effects of mixed courses based on E-disciplinary platform on the teaching of nutrition and food hygiene.Methods:The study included in 31 preventive medicine students from group 1 to 3 Batch 2015 in Binzhou Medical University, who were divided into control group adopting (lecture-based learning, LBL) teaching model. While another 30 students from group 4-6 were divided into the experimental group adopting mixed teaching based on E-disciplinary platform. Analysis and assessments were done by course examinations and questionnaires. SPSS 20.0 was used for t test, rank sum test and chi-square test. Results:According to the course examinations, students in the experimental group got higher scores than those in the control group in terms of usual, examination and overall test scores [(46.17±8.84) points vs. (42.35±8.28) points; (37.31±6.58) points vs. (33.61±6.38) points; (81.97±9.18) points vs. (74.32±8.32) points, ( t=4.69, t=3.16, t=5.16, P< 0.01)]. Furthermore, the experimental group were better than the control group in the number distribution of excellent performance in usual, examination and overall test ( Z=2.71, Z=2.13, Z=4.57, P<0.05). The questionnaires demonstrated that the overall satisfaction rate of the experimental group (77.8%) was higher than that of the control group (47.8%) ( χ2=34.98, P<0.001). Conclusion:Student learning effect and the teaching quality can be improved by applying mixed teaching based on E-disciplinary platform.
