Application effect of individualized instruction combined with a blended learning model in continuing training of neurology
10.3760/cma.j.cn116021-20250519-02140
- VernacularTitle:个体化联合混合式教学在神经科进修继续教育中的应用效果
- Author:
Li FENG
1
;
Haiwei HUANG
;
Huiyu FENG
;
Jiaoxing LI
;
Wenbiao XIAN
;
Shuying CHEN
;
Siyuan GUO
;
Qiaohong LIU
;
Wenjin SHANG
Author Information
1. 中山大学附属第一医院神经科，广州 510080
- Publication Type:Journal Article
- Keywords:
Individualized instruction;
Blended learning;
Neurology;
Continuing medical education;
Refresher trainee
- From:
Chinese Journal of Medical Education Research
2025;24(11):1484-1489
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To investigate the promoting effect of individualized instruction combined with a blended learning model (IIBLM) in continuing training of neurology.Methods:A total of 93 trainees who received continuing training in Department of Neurology, The First Affiliated Hospital of Sun Yat-sen University, from August 2022 to December 2024 were enrolled as subjects. The 50 trainees registered since January 2024 were enrolled as observation group and received IIBLM teaching, including sub-specialty modular training, a cycle-adaptive cultivation system, a "mutual-selection" mentorship program, an on/off-line dual-track curriculum system, a dynamic course allocation mechanism based on "mutual selection", and a competency growth evaluation system, while the 43 trainees registered before January 2024 were enrolled as control group and received traditional teaching. A questionnaire survey and comprehensive competency assessments were performed to evaluate the effect of teaching, and the t-test, the chi-square test, and the qualitative analysis were used for statistical analysis. Results:Compared with the control group, the experimental group showed systematic improvements in clinical contents, theoretical curriculum, faculty competency, and workflow arrangement during continuing training, with a significant difference in the score of workflow arrangement between the two groups [(9.58±0.67) vs. (9.07±1.44), t=-2.13, P=0.037]. The observation group had a score of (97.70±1.30) for dynamic course allocation, an overall satisfaction rate of 97.15%, and a course benefit rate of 97.55%. The qualitative analysis showed that the trainees in the control group mainly complained of course monotony, while those in the observation group expected to enhance interdisciplinary integration and the cultivation of scientific research abilities. In addition, the results of competency assessment showed a continuous improvement in teaching effect after reform, with no significant difference. Conclusions:IIBLM teaching effectively enhances professional qualities, clinical competency, and the degree of satisfaction with courses among the trainees receiving continuing training, and it also revealed the necessity of interdisciplinary collaborative teaching and the integration of research and clinical practice.
