Application of blended learning in the teaching of clinical clerkship of cardiovascular internal medicine
10.3760/cma.j.cn116021-20200306-00820
- VernacularTitle:混合式教学在心血管内科临床见习示教中的应用
- Author:
Gang LIU
1
;
Xiang LI
;
Bi HUANG
;
Ying HUANG
;
Suxin LUO
;
Yuan YANG
Author Information
1. 重庆医科大学附属第一医院心血管内科,重庆 400016
- Keywords:
Case-based learning;
Problem-based learning;
Blended learning;
Medical student;
Clinical teaching
- From:
Chinese Journal of Medical Education Research
2022;21(4):434-437
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To evaluate the effect of three teaching methods of case-based learning (CBL), problem-based learning (PBL) and blended learning (CBL+PBL) on the teaching of clinical clerkship of cardiovascular internal medicine among medical students.Methods:A total of 175 third-year medical students were divided into three groups (CBL, PBL and CBL+PBL). They entered the clinical clerkship in batches, and then received written examination and questionnaire survey after the teaching. The data were processed by SPSS 19.0 and were compared by one-way ANOVA or chi-square test (R × C) among groups.Results:The total average scores of students in CBL, PBL and CBL+PBL groups were 15.34±2.88, 14.67±2.98 and 17.13±2.82, respectively ( P<0.05), and the proportion of students with "excellent" scores were 27.4%(17/62), 14.5%(9/62) and 58.1%(36/162), respectively. Most students in CBL group did not agree that CBL helped to train literature access skills [70.7%(41/58)] or teamwork ability [82.8%(48/58)], compared with which 70.9%(39/55) in PBL group thought it helped to train literature access skills but only 7.3%(4/55) well accepted PBL. In addition, majority of students in CBL+PBL group believed it was helpful to gain learning interest [64.3%(36/56)] and train team cooperation ability [62.5%(35/56)], and [53.6%(30/56)] favored this teaching method. Conclusion:Compared with traditional CBL, PBL fails to attract students or improve teaching performance; while blended learning is benefited for the students and can improve teaching quality.
