Application of blended teaching based on curriculum content reshaping in the construction of first-class "obstetrics and gynecology" course
10.3760/cma.j.cn116021-20230501-01816
- VernacularTitle:基于课程内容重塑的混合式教学在《妇产科学》一流课程建设中的应用研究
- Author:
Yuhan ZHOU
1
;
Wufeng FAN
;
Jingran ZHOU
Author Information
1. 湖北医药学院附属襄阳市第一人民医院生殖医学科，襄阳 441000
- Publication Type:Journal Article
- Keywords:
Curriculum reshape;
Teaching mode;
First-class course
- From:
Chinese Journal of Medical Education Research
2024;23(12):1660-1665
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To establish a new curriculum concept in the construction of the first-class "obstetrics and gynecology" course, promote curriculum reform and innovation, build high-quality courses with high order, innovation, and challenge, and enhance students' self-learning and deep learning abilities.Methods:A total of 120 undergraduate students in Xiangyang No. 1 People's Hospital Affiliated to Hubei University of Medicine enrolled in 2019 were selected as research subjects. They were randomly divided into three groups of 40 students each. Classroom organization and implementation were carried out using curriculum reshaping+blended online and offline teaching (Group A), online and offline teaching (Group B), and traditional teaching (Group C). The teaching effects of the three teaching methods were evaluated. SPSS 23.0 was used for analysis of variance and t test. Results:The three groups of students showed significant differences in assessment scores; Group A scored higher in theoretical exams, operational norms, communication skills, and team collaboration than Group B and Group C, while Group B scored higher than Group C. A questionnaire survey showed that 38 (95.00%) students in Group A believed that their interest in learning increased, 31 (77.50%) students believed that their learning initiative increased and they could actively participate in teaching rounds, 37 (92.50%) students believed that their ability to combine theory with practice increased, and 30 (75.00%) students believed that their clinical thinking ability was enhanced. The three groups showed significant differences in teaching effect; Group A demonstrated higher scores in teaching attitude, teaching content and methods, teaching effect, and overall impression than Group B and Group C, while Group B showed higher scores than Group C.Conclusions:The construction of first-class "obstetrics and gynecology" course has promoted the reform and innovation of teaching organization, learning methods, and management models, which enables more effective and comprehensive cultivation of students' clinical analysis and deep learning abilities, which is in line with the concept of cultivating high-quality doctors in modern times.
