Department of Physiology, School of Basic Medical Sciences, Harbin Medical University, 157 Baojian Rd, Nangang, Harbin, 150081, Heilongjiang, China.
BMC Med Educ. 2022 Mar 30;22(1):217. doi: 10.1186/s12909-022-03269-y.
Online teaching has become increasingly common in higher education of the post-pandemic era. While a traditional face-to-face lecture or offline teaching remains very important and necessary for students to learn the medical knowledge systematically, guided by the BOPPPS teaching model, combination of online and offline learning approaches has become an unavoidable trend for maximizing teaching efficiency. However, in physiological education, the effectiveness of combined online teaching and offline teaching models remains poorly assessed. The present study aims at providing an assessment to the hybrid teaching model.
The study was performed among undergraduate medical students of Class 2017 ~ 2019 in the Physiology course in Harbin Medical University during 2018-2020. Based on established offline teaching model with BOPPPS components in 2018, we incorporated online teaching contents into it to form a hybrid BOPPPS teaching model (HBOPPPS, in brief), preliminarily in 2019 and completely in 2020. HBOPPPS effectiveness was assessed through comparing the final examination scores of both objective (multi-choice and single answer questions) and subjective (short and long essays) questions between classes taught with different modalities.
The final examination score of students in Class 2019 (83.9 ± 0.5) who were taught with the HBOPPPS was significantly higher than that in Class 2017 (81.1 ± 0.6) taught with offline BOPPPS and in Class 2018 (82.0 ± 0.5) taught with immature HBOPPPS. The difference mainly attributed to the increase in average subjective scores (41.6 ± 0.3 in Class 2019, 41.4 ± 0.3 in Class 2018, and 38.2 ± 0.4 in Class 2017). In the questionnaire about the HBOPPPS among students in Class 2019, 86.2% responded positively and 79.4% perceived improvement in their learning ability. In addition, 73.5% of the students appreciated the reproducibility of learning content and 54.2% valued the flexibility of HBOPPPS. Lastly, 61.7% of the students preferred the HBOPPPS relative to BOPPPS in future learning.
HBOPPPS is likely a more effective teaching model and useful for enhancing effectiveness of Physiology teaching. This is attributable to the reproducibility and flexibility as well as the increased learning initiatives.
在线教学在疫情后的高等教育中变得越来越普遍。虽然传统的面对面讲座或线下教学对于学生系统地学习医学知识仍然非常重要和必要，但在 BOPPPS 教学模式的指导下，线上和线下学习方法的结合已经成为最大化教学效率的必然趋势。然而，在生理学教育中，结合在线教学和线下教学模式的效果仍未得到充分评估。本研究旨在对混合教学模式进行评估。
本研究于 2018-2020 年在哈尔滨医科大学 2017 级至 2019 级本科生的生理学课程中进行。在 2018 年建立了基于 BOPPPS 成分的线下教学模式的基础上，我们在 2019 年初步纳入了在线教学内容，在 2020 年完全纳入，形成了混合 BOPPPS 教学模式（HBOPPPS）。通过比较不同模式授课班级的期末考试客观题（选择题和简答题）和主观题（短文和论述题）的成绩，评估 HBOPPPS 的效果。
采用 HBOPPPS 教学的 2019 级学生（83.9±0.5）的期末考试成绩明显高于采用线下 BOPPPS 教学的 2017 级（81.1±0.6）和采用不成熟 HBOPPPS 教学的 2018 级（82.0±0.5）。差异主要归因于主观题平均分的提高（2019 级 41.6±0.3，2018 级 41.4±0.3，2017 级 38.2±0.4）。在 2019 级学生对 HBOPPPS 的问卷调查中，86.2%的学生给予积极反馈，79.4%的学生认为学习能力有所提高。此外，73.5%的学生赞赏学习内容的可重复性，54.2%的学生重视 HBOPPPS 的灵活性。最后，61.7%的学生更喜欢未来学习中的 HBOPPPS 模式，而不是 BOPPPS 模式。
HBOPPPS 可能是一种更有效的教学模式，有助于提高生理学教学的效果。这归因于可重复性和灵活性以及增加的学习主动性。
