Department of Clinical Medicine, College of Medicine, Wuhan University of Science and Technology, Wuhan, Hubei, P.R. China.
BMC Med Educ. 2024 Jul 4;24(1):724. doi: 10.1186/s12909-024-05730-6.
Blended teaching is an effective approach that combines online and offline teaching methods, leading to improved outcomes in medical education compared to traditional offline teaching. In this study, we examined the impact of blended teaching in clinical skills training, a medical practice course.
This study involved forty-eight undergraduate students studying clinical medicine in the fifth semester at Wuhan University of Science and Technology. The students were divided into two groups: the control group, which received traditional offline teaching, and the experimental group, which received hybrid teaching. Following the completion of the 4-month course, both groups underwent the Objective Structured Clinical Examination (OSCE) to evaluate their proficiency in clinical skills. Furthermore, the experimental group was given a separate questionnaire to gauge their feedback on the Blended Teaching approach.
Based on the OSCE scores, the experimental group outperformed the control group significantly (P<0.05). The questionnaire results indicated that a majority of students (54.2%, 3.71 ± 1.06) believed that blended teaching is superior to traditional offline teaching, and a significant number of students (58.3%, 3.79 ± 1.15) expressed their willingness to adopt blended teaching in other courses. Furthermore, students in the experimental group displayed varying levels of interest in different teaching contents, with emergency medicine (79.2%), internal medicine (70.8%), and surgery (66.7%) being the most popular among them.
This research demonstrates for the first time that blended teaching can achieve a good pedagogical effectiveness in the medical practice course, clinical skills training and practice. Moreover, in different teaching contents, the teaching effects are different. In the content of Emergency Medicine and Surgery, which is more attractive to students, the application of blended teaching could result in a better pedagogical outcome than other contents.
混合式教学是一种有效的教学方法，将线上和线下教学方法相结合，与传统的线下教学相比，能提高医学教育的效果。本研究考察了混合式教学在临床医学实践课程中的临床技能培训中的影响。
本研究纳入了武汉科技大学临床医学专业五年级的 48 名本科生。学生分为两组：对照组接受传统线下教学，实验组接受混合式教学。课程结束后 4 个月，两组均进行客观结构化临床考试（OSCE），以评估其临床技能熟练程度。此外，实验组还单独填写了一份问卷，以评估他们对混合式教学方法的反馈。
根据 OSCE 评分，实验组明显优于对照组（P<0.05）。问卷调查结果显示，大多数学生（54.2%，3.71±1.06）认为混合式教学优于传统线下教学，相当一部分学生（58.3%，3.79±1.15）表示愿意在其他课程中采用混合式教学。此外，实验组学生对不同教学内容的兴趣程度不同，其中急诊医学（79.2%）、内科（70.8%）和外科（66.7%）最受欢迎。
本研究首次证明，混合式教学在临床医学实践课程、临床技能培训和实践中可以取得良好的教学效果。此外，在不同的教学内容中，教学效果也不同。在更受学生欢迎的急诊医学和外科内容中，混合式教学的应用可能会产生比其他内容更好的教学效果。
