Effect of blended teaching of clinical pharmacotherapy on deep learning ability of clinical medical undergraduates
10.3760/cma.j.cn116021-20230607-01529
- VernacularTitle:《临床药物治疗学》混合式教学对临床医学本科生深度学习能力的影响研究
- Author:
Jing WANG
1
;
Ying LIU
;
Tao LIU
Author Information
1. 锦州医科大学附属第一医院药物临床试验机构办公室，锦州 121000
- Publication Type:Journal Article
- Keywords:
Blended teaching;
Deep learning ability;
Clinical medicine;
Undergraduate
- From:
Chinese Journal of Medical Education Research
2025;24(2):224-228
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the effect of blended teaching of clinical pharmacotherapy on the applicability and the deep learning ability of clinical medical undergraduates.Methods:A total of 60 medical students from 2 classes of 2019 in Jinzhou Medical University were selected as control group, and 62 students from the other 2 classes were selected as experimental group. Teaching was conducted in the first semester of the 2020-2021 academic year; the students in the control group received conventional teaching, while those in the experimental group received blended teaching. The application effect was evaluated. At the end of the course, the two groups were compared in terms of deep learning score and assessment results. SPSS 23.0 was used for the chi-square test and the t-test. Results:In the experimental group, 67.7%(42/62) of the students had a positive attitude towards blended teaching. Compared with the control group, the experimental group had significantly higher total scores of deep learning [(79.34±10.52) vs. (58.16±7.37), P<0.05] and the course [(82.40±6.32) vs. (77.31±6.20), P<0.05]. Conclusions:The implementation of blended teaching can be implemented in clinical pharmacotherapy, and it is helpful to improve the deep learningability of clinical medical undergraduates in 3 dimensions, namely cognitive field, personal field and interpersonal field.
