|
|
|
| Application effect of blended teaching method in evidence-based medicine course for graduate students |
| LIU Yingli1,2 LI Zhixia3 LIU Yang4 YU Shuqing5 LI Man1,2 SUN Feng5,6 |
1.Teaching and Research Section of Epidemiology and Health Statistics, School of Public Health, Hebei Medical University, Hebei Province, Shijiazhuang 050017, China;
2.Hebei Province Key Laboratory of Environment and Human Health, Hebei Province, Shijiazhuang 050017, China;
3.Department of Education, Peking University Health Science Center, Beijing 100191, China;
4.Institute of Reproductive Health, Peking University, Beijing 100191, China; 5.Department of Epidemiology and Health Statistics, Peking University School of Public Health, Beijing 100191, China; 6.Evidence Based Medicine Center, Peking University, Beijing 100191, China |
|
|
|
Abstract Objective To explore the application effect of blended teaching method in evidence-based medicine (EBM) for graduate students. Methods A total of 22 graduate students enrolled in the first semester of the academic year 2019-2020 (from September 2019 to November 2019) and signed to the course Evidence Synthesis and Application in Medicine：Advanced Meta-analysis of Peking University Health Science Center were selected as the research subjects. The blended teaching method was consisted of traditional classroom teaching, WeChat question-answering and offline consultation. Questionnaire survey was used to evaluate the teaching effect of knowledge, skills, learning attitude and application after class. Results Compared with before class, students’ understanding of EBM related concepts of “absolute risk”, “odds ratio” and “heterogeneity” was improved after class, and the differences were statistically significant (all P ＜ 0.05). Before and after class, there were no significant differences in literature retrieval ability, average monthly literature reading and retrieval cases (P ＞ 0.05). Compared with before class, after class, students showed significant improvement in three aspects: “In daily clinical work, doctors need to increase the use of medical evidence”, “You are interested in the learning and skills of applying EBM to clinical practice” and “EBM is helpful for you to make clinical decisions”, and the differences were statistically significant (all P ＜ 0.05). The result of barriers to implementing EBM practices showed that 65.22% of the students thought that they did not have enough time, and 69.57% of the students thought that their ability to strictly evaluate the literature was limited. Conclusion The blended teaching method, which combines traditional classroom teaching, WeChat question-answering and offline consultation, improves the teaching effect of EBM. It is suggested that it should be promoted and used in future teaching work.
|
|
|
|
|
|
[1] 何克抗.从Blending Learning看教育技术理论的新发展（上）[J].电化教育研究，2004（3）：1-6.
[2] 余胜泉，路秋丽，陈声健.网络环境下的混合式教学——一种新的教学模式[J].中国大学教学，2005（10）：50-56.
[3] 彭艳妮，刘清堂，李世强，等.混合式学习在课程教学中的应用研究[J].中国教育信息化，2011（4）：57-60.
[4] 马彬，杨克虎，田金徽，等.改革培养模式，造就创新人才——研究生循证医学教学改革实践[J].中国循证医学杂志，2009，9（4）：481-483.
[5] 毛茜，魏佳佳，赵观兵.“互联网+”背景下高校本科混合式教学应用与管理研究[J].行政事业资产与财务，2020（16）：117-118.
[6] 赵增辉，付彦坤，马静敏，等.基础力学线上线下多维混合式教学模式构建与实践[J].高教学刊，2020（27）：90-92，96.
[7] 詹思延.流行病学[M].8版.北京：人民卫生出版社，2017：312-336.
[8] 唐金陵.循证医学基础[M].2版.北京：北京大学医学出版社，2011：2-114.
[9] Shuster JJ.Review：Cochrane handbook for systematic reviews for interventions，Version 5.1.0，published 3/2011. Julian P.T. Higgins and Sally Green，Editors [J]. Res Synth Methods，2011，2（2）：126-130.
[10] HONG NS，杜娟，盛群力.解决良构问题与非良构问题的研究综述[J].远程教育杂志，2008（6）：23-31.
[11] 瞿振元.以MOOC发展为契机促进信息技术与高等教育深度融合[J].中国高教研究，2014（6）：1-4，22.
[12] 王会霞，龚志敏，杨洒.信息技术与高等教育的深度融合与创新[J].软件导刊：教育技术，2018，17（4）：5-8.
[13] 何克抗.信息技术与学科教学“深度融合”的路径与实现方法[J].中小学数字化教学，2018（2）：17-20.
[14] 陈朝晖，王达诠，陈名弟，等.基于知识建构与交互学习的混合式教学模式研究与实践[J].中国大学教学，2018（8）：33-37.
[15] 袁磊，陈晓慧，张艳丽.微信支持下的混合式学习研究——以“摄影基本技术”课程为例[J].中国电化教育，2012（7）：128-132.
[16] 张其亮，王爱春.基于“翻转课堂”的新型混合式教学模式研究[J].现代教育技术，2014，24（4）：27-32.
[17] 于歆杰.论混合式教学的六大关系[J].中国大学教学，2019（5）：14-18，28.
[18] 韩晓刚.纠偏：混合式教学的应用与思考[J].中国成人教育，2019（12）：73-76.
[19] 张锦，杜尚荣.混合式教学的内涵、价值诉求及实施路径[J].教学与管理，2020（3）：11-13.
[20] 田金徽，刘爱萍，杨克虎，等.PBL在研究生循证医学教学中的应用研究[J].中国高等医学教育，2011（2）：106-108.
[21] 孙红梅，陈文彰.PBL联合LBL教学法在循证医学教学中的应用[J].卫生职业教育，2018，36（3）：66-67.
[22] 平卫伟，郭崇政，王晓云，等.自媒体环境下过程性评价在循证医学教学中的效果评价[J].基础医学教育，2018， 20（4）：317-320.
[23] 李炜.MOOC背景下三种常见混合式教学模式的比较研究[J].现代教育技术，2018，28（S1）：5-10.
[24] 刘浩.线上线下混合式教学在中医儿科教学中的应用效果[J].中国当代医药，2020，27（36）：219-221.
[25] 苏小红，赵玲玲，叶麟，等.基于MOOC+SPOC的混合式教学的探索与实践[J].中国大学教学，2015（7）：60-65.
[26] 刘佳，李娜，王秀兰，等.一般与重点医学院校本科生对基础医学课程混合式教学的认可度分析[J].中国医药导报，2020，17（22）：69-73.
[27] 刘智勇，陈婵娟，章文林.基于SPOC的混合式教学模式的教学评价方式研究[J].教育现代化，2017，4（13）：99-100，127. |
|
|
|
