Reform and practice of blended teaching of
biochemistry and molecular biology in the context of new medicine- Chinese Journal of Medical Education Research Vol. 22, Issue 8, Pages: 1172-1178(2023)
- 作者机构：
1.齐齐哈尔医学院生物化学与分子生物学教研室，齐齐哈尔 161006
2.齐齐哈尔医学院附属第一医院普通外科，齐齐哈尔 161041
3.齐齐哈尔医学院临床生物化学教研室，齐齐哈尔 161006
4.齐齐哈尔医学院数学教研室，齐齐哈尔 161006
- 作者简介：
Li Shuyan, Email: lsy6910553@163.com
- 基金信息：2021 Key Project of "The 14th Five-Year Plan" of Educational Science in Heilongjiang Province(GJB1421468);Higher Education Teaching Reform Project of Heilongjiang Province(SJGY20220572);Higher Education Teaching Reform Project of Heilongjiang Province(SJGY20200824);Higher Education Teaching Reform Project of Heilongjiang Province(SJGY20220573);2020 Research Project of Medical Education Branch of Chinese Medical Association(2020B-N05093);Heilongjiang Higher Education and Teaching Reform Research Project(SJGY20210977);Key Higher Education Teaching Reform Research Project of Heilongjiang Province(SJGZ20180071);2022 Education Science Research Project of Qiqihar Medical College(QYJY20220206);Education Science Research Project of Qiqihar Medical College(QYJY20200110)
DOI：10.3760/cma.j.cn116021-20210910-01379
CLC： R-05Published：20 August 2023，
Received：10 September 2021，
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高涵, 周涛, 徐晶, 等. 新医科背景下《生物化学与分子生物学》混合式教学改革与实践[J]. 中华医学教育探索杂志, 2023, 22(8): 1172-1178.
Gao Han, Zhou Tao, Xu Jing, et al. Reform and practice of blended teaching of
biochemistry and molecular biology in the context of new medicine. [J]. Chinese Journal of Medical Education Research 22(8):1172-1178(2023)高涵, 周涛, 徐晶, 等. 新医科背景下《生物化学与分子生物学》混合式教学改革与实践[J]. 中华医学教育探索杂志, 2023, 22(8): 1172-1178. DOI： 10.3760/cma.j.cn116021-20210910-01379.
Gao Han, Zhou Tao, Xu Jing, et al. Reform and practice of blended teaching of
biochemistry and molecular biology in the context of new medicine. [J]. Chinese Journal of Medical Education Research 22(8):1172-1178(2023) DOI： 10.3760/cma.j.cn116021-20210910-01379.
摘要
目的
2
探讨“课前同步小规模限制性在线课程（small private online course，SPOC）+课堂翻转+课后知识拓展”的混合式教学在《生物化学与分子生物学》理论教学中的应用效果。
方法
2
选取齐齐哈尔医学院2020级临床医学、预防医学、药学类专业共951名学生作为教学改革研究组（试验组），其课程依托自建慕课（massive open online course，MOOC）课程和中国大学MOOC资源，构建混合式教学，采用小班分组、案例驱动和多元化考核等改革方式，开展以案例和知识点交叉融合为主线的理论翻转教学活动；对照组为2019级临床医学、预防医学、药学类专业学生共847名，理论课实施传统教学。课程采取线下考核为主、线上考核为辅的方式进行评价，通过考试成绩、问卷调查、网络投票等方式收集反馈信息。采用SPSS 20.0进行统计学分析，组间比较采用
t
检验。
结果
2
试验组学生期末总成绩得分高于对照组[（92.12±3.88）vs.（86.73±5.27）]，差异有统计学意义（
P
<
0.05）。问卷调查显示，试验组学生对混合式教学改革满意度较高，增加了学生参与、体验与分享等活动。2020级临床医学专业学生认为初步建立了临床思维（263人，92.61%），熟悉了常见疾病的临床表现及发病机制（262人，92.25%）；2020级预防医学专业学生认为增强了为公众服务的意识（151人，93.21%），培养了健康宣讲指导健康生活的能力（148人，91.36%）；2020级药学类专业学生认为掌握了疾病治疗药物的作用机制（138人，93.24%），了解了临床合理用药（135人，91.22%）。
结论
2
混合式教学实现了以学生为中心，激发了学生学习的兴趣和主动性，提高了学生的学习效果，在一定程度上提高了教学质量。
Abstract
Objective
2
To investigate the application effect of the blended teaching model of "pre-class synchronous small private online course (SPOC)+ flipped classroom+post-class knowledge expansion" in the theoretical teaching of
biochemistry and molecular biology
.
Methods
2
A total of 951 students majoring in clinical medicine
preventive medicine
and pharmacy in the class of 2020 in Qiqihar Medical College were selected as teaching reform research group (experimental group)
and their curriculum relied on the self-built massive open online course (MOOC) curriculum and the MOOC resources of Chinese universities to construct a blended teaching model; the reform methods such as small class grouping
case-based learning
and diversified examination were adopted to carry out theoretical flipped teaching activities with cross integration of cases and knowledge points as the main line. A total of 847 students majoring in clinical medicine
preventive medicine
and pharmacy in the class of 2019 were selected as control group
and the traditional teaching method was used for theoretical courses. The courses were evaluated by offline assessment and online assessment
and feedback information was collected through examination scores
questionnaire survey
and online voting. SPSS 20.0 was used for statistical analysis
and the
t
-test was used for comparison between groups.
Results
2
The experimental group had a significantly higher total score of final examination than the control group [(92.12±3.88) vs. (86.73±5.27)
P
<
0.05]. The questionnaire survey showed that the students in the experimental group showed a relatively high degree of satisfaction with the blended teaching reform
which increased their participation
experiencing
and sharing activities. The students majoring in clinical medicine in the class of 2020 believed that they had established clinical thinking ability (263
92.61%) and become familiar with the clinical manifestations and pathogenesis of common diseases (262
92.25%); the students majoring in preventive medicine in the class of 2020 believed that they had increased their awareness of serving the public (151
93.21%) and developed the ability to teach and guide healthy living (148
91.36%); the students majoring in pharmacy in the class of 2020 believed that they had mastered the mechanism of action of drugs for disease treatment (138
93.24%) and understood the importance of rational drug use in clinical practice (135
91.22%).
Conclusion
2
The blended teaching model realizes student-centered teaching
stimulates the interest and initiative in learning
and improves learning outcome
thereby improving teaching quality to a certain extent.
关键词
《生物化学与分子生物学》混合式教学案例多元化考核翻转教学
Keywords
Biochemistry and molecular biologyBlending teaching modelCaseDiversified assessmentFlipped teaching
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