Department of Clinical Medicine, Jiaxing University Medical College, Jiaxing, 314001, Zhejiang, China.
Department of Biochemistry and Molecular Biology, Jiaxing University Medical College, Jiaxing, 314001, Zhejiang, China.
BMC Med Educ. 2023 Aug 29;23(1):616. doi: 10.1186/s12909-023-04565-x.
Self-directed learning (SDL) is one of the most important abilities for medical students in terms of their future clinical medical practice. During the blended teaching process, teachers can design a variety of learning activities to cultivate students' SDL abilities. This study aimed to assess the differences between the SDL abilities of medical students using blended and traditional didactic teaching.
This study included 239 medical students from eight administrative classes. The students were divided into two groups: (1) the experimental group (EG), which included 119 students from four administrative classes, and (2) the control group (CG), which included 120 students from the remaining four classes. From February to July 2022, blended teaching methods were applied to the EG group, and SDL abilities were assessed in comparison to the CG group receiving traditional didactic teaching methods.
At the end of the semester, significant differences (p < 0.05) were observed between EG and CG in all six SDL ability factors. Furthermore, when k-means cluster analysis was used to analyze the learning behavior of students in the EG after classifying them as comprehensive, interactive, and passive types, significant differences were observed in all six Self-directed learning factors of students with the comprehensive type, whereas significant differences were observed in four factors (setting learning goals and plans, self-monitoring and regulation, information processing, and communication and cooperation) of students with the interactive type. For students with passive type, only one factor of SDL (information processing) showed significant improvement. There were on differences between comprehensive, interactive, and passive types of CG.
The blended teaching approach is better than the conventional didactic teaching for cultivating clinical medical students' SDL abilities.
自主学习（SDL）是医学生未来临床医疗实践中最重要的能力之一。在混合式教学过程中，教师可以设计各种学习活动来培养学生的 SDL 能力。本研究旨在评估混合式教学和传统讲授式教学对医学生 SDL 能力的差异。
本研究纳入了来自 8 个行政班的 239 名医学生。学生分为两组：（1）实验组（EG），包括来自 4 个行政班的 119 名学生；（2）对照组（CG），包括来自其余 4 个班的 120 名学生。2022 年 2 月至 7 月，EG 组采用混合式教学方法，与 CG 组接受传统讲授式教学方法相比，评估 SDL 能力。
在学期末，EG 和 CG 在所有 6 个 SDL 能力因素方面均存在显著差异（p<0.05）。此外，当对 EG 组学生进行课后聚类分析，将其分为综合型、互动型和被动型时，在所有 6 个 SDL 因素中，综合型学生的学习行为存在显著差异，而在互动型学生的 4 个因素（设定学习目标和计划、自我监控和调节、信息处理和沟通与合作）中也存在显著差异。对于被动型学生，只有 SDL 的一个因素（信息处理）显示出显著改善。CG 组的综合型、互动型和被动型之间没有差异。
混合式教学方法优于传统讲授式教学，更有利于培养临床医学专业学生的 SDL 能力。
