Application of blended teaching based on MOOC and TBL in a medical general education course

Wu Liping; Wan Lihong; Huang Yingxiong; Ye Zi

doi:10.3760/cma.j.cn116021-20230521-01843

您当前的位置：

首页 >

文章列表页 >

Application of blended teaching based on MOOC and TBL in a medical general education course

Teaching Reform | 更新时间：2024-11-27

- Application of blended teaching based on MOOC and TBL in a medical general education course
- Chinese Journal of Medical Education Research Vol. 23, Issue 11, Pages: 1489-1494(2024)
- 作者机构：
  
  1.中山大学附属第一医院健康管理中心，广州　510080
  2.中山大学护理学院，广州 510080
  3.中山大学附属第一医院急诊科，广州　510080
- 作者简介：
  
  Ye Zi, Email: yezi9@mail.sysu.edu.cn
- 基金信息：
  
  2021 Higher Education Teaching Reform Project of Department of Education of Guangdong Province (Guangdong Education Gao Han〔2021〕No. 29)(粤教高函〔2021〕29号);2023 Teaching Quality and Teaching Reform Engineering Project of Sun Yat-sen University(80000-12220011)
- DOI：10.3760/cma.j.cn116021-20230521-01843
  CLC： R47
- Published：20 November 2024，
  
  Received：21 May 2023，
- 稿件说明：
移动端阅览
吴丽萍, 万丽红, 黄应雄, 等. 基于MOOC结合TBL的混合式教学在医学通识课堂中的应用[J]. 中华医学教育探索杂志, 2024, 23(11): 1489-1494.

Wu Liping, Wan Lihong, Huang Yingxiong, et al. Application of blended teaching based on MOOC and TBL in a medical general education course. [J]. Chinese Journal of Medical Education Research, 2024,23(11):1489-1494.
吴丽萍, 万丽红, 黄应雄, 等. 基于MOOC结合TBL的混合式教学在医学通识课堂中的应用[J]. 中华医学教育探索杂志, 2024, 23(11): 1489-1494. DOI： 10.3760/cma.j.cn116021-20230521-01843.

Wu Liping, Wan Lihong, Huang Yingxiong, et al. Application of blended teaching based on MOOC and TBL in a medical general education course. [J]. Chinese Journal of Medical Education Research, 2024,23(11):1489-1494. DOI： 10.3760/cma.j.cn116021-20230521-01843.

摘要

目的

探讨基于慕课（massive open online course，MOOC）结合以团队为基础的教学（team-based learning，TBL）的混合式教学方法对非医科大学生《烧烫伤现场急救》公选课堂的教学效果。

方法

采用对照试验研究，对2023年春季学期的73名选修《居家常见健康问题及护理》课程的非医科大学生采用基于MOOC结合TBL的混合式教学法；对2024年春季学期的113名选修此课程的非医科大学生则采用传统的理论授课教学法。通过问卷自评的方式，对两组的教学效果和课程满意度进行比较。使用SPSS 27.0软件进行

检验和卡方检验。

结果

试验组对烧烫伤现场急救知识的完全掌握度显著高于对照组（54.8% vs. 33.6%，

0.01）。在认同“提高自主学习能力”（98.6% vs. 78.8%）、“提高团队合作能力”（100.0% vs. 68.1%）、“提高沟通能力”（98.6% vs. 72.6%）和“课程总体满意度”（97.3% vs. 76.6%）方面，试验组的正面评价均高于对照组（

0.001）。

结论

基于MOOC结合TBL的混合式教学可以提高非医科大学生《烧烫伤现场急救》的课堂教学效果，并能提升学生的自主学习能力、团队合作能力和沟通能力。该教学方式适用于医学通识教育课程，并值得推广应用。

Abstract

Objective

To investigate the teaching effects of blended teaching based on massive open online courses (MOOC) combined with team-based learning (TBL) for the general elective course

First Aid for Burns

for non-medical college students.

Methods

We assigned 73 non-medical college students choosing the

Common Home Health Issues and Care

course in the spring semester of 2023 to receive blended teaching based on MOOC and TBL (experimental group)

and 113 non-medical college students choosing the same course in the spring semester of 2024 to receive traditional lecture-based learning (control group). A self-evaluation questionnaire was used to eval

uate the teaching effects and satisfaction with the course of the two groups. SPSS 27.0 was used to perform the

-test and chi-square test.

Results

The experimental group showed significantly higher proportions of students who had a complete mastery of knowledge of first aid for burns (54.8% vs. 33.6%

0.01) and students who provided positive feedback on improving autonomous learning ability (98.6% vs. 78.8%

0.001)

improving the ability of teamwork (100.0% vs. 68.1%

0.001)

improving communication ability (98.6% vs. 72.6%

0.001)

and overall satisfaction with the course (97.3% vs. 76.6%

0.001) compared with the control group.

Conclusions

The blended teaching model based on MOOC and TBL can improve the teaching effects of

First Aid for Burns

for non-medical college students

enhancing their autonomous learning

teamwork

and communication abilities. This method is applicable to medical general education courses

which is worthy of promotion and application.

关键词

慕课以团队为基础的教学混合式教学通识教育

Keywords

Massive open online courseTeam-based learningBlended teachingGeneral education

references

王晨，段志光. 基于健康中国建设的大学生健康教育行动探索[J]. 中华医学教育杂志， 2020， 40（4）： 256-260. DOI: 10.3760/cma.j.cn115259-20191008-00829http://dx.doi.org/10.3760/cma.j.cn115259-20191008-00829.

刘晶晶，李琨，卢先俊. 广州市综合性大学非医科本科生自我健康管理能力的调查研究[J]. 护士进修杂志， 2018， 33（9）： 830-834. DOI: 10.16821/j.cnki.hsjx.2018.09.022http://dx.doi.org/10.16821/j.cnki.hsjx.2018.09.022.

方帆，陈瑜，刘文婷，等. “混合式教学+翻转课堂” 在医学公选课中的应用研究[J]. 中华医学教育探索杂志， 2021， 20（11）： 1267-1271. DOI: 10.3760/cma.j.cn116021-20200515-00665http://dx.doi.org/10.3760/cma.j.cn116021-20200515-00665.

Burgess AW, McGregor DM, Mellis CM. Applying established guidelines to team-based learning programs in medical schools: a systematic review [J]. Acad Med, 2014, 89(4): 678-688. DOI: 10.1097/ACM.0000000000000162http://dx.doi.org/10.1097/ACM.0000000000000162.

Parmelee D, Michaelsen LK, Cook S, et al. Team-based learning: a practical guide: AMEE guide no. 65 [J]. Med Teach, 2012, 34(5): e275-e287. DOI: 10.3109/0142159X.2012.651179http://dx.doi.org/10.3109/0142159X.2012.651179.

Kang HY, Kim HR. Impact of blended learning on learning outcomes in the public healthcare education course: a review of flipped classroom with team-based learning [J]. BMC Med Educ, 2021, 21(1): 78. DOI: 10.1186/s12909-021-02508-yhttp://dx.doi.org/10.1186/s12909-021-02508-y.

梁园园，胡小梅，杨忠娴，等. TBL+PAL+翻转课堂混合式教学在本科生《护理心理学》教学中的应用[J]. 中华医学教育探索杂志， 2023， 22（10）： 1582-1586. DOI: 10.3760/cma.j.cn116021-20211011-01468http://dx.doi.org/10.3760/cma.j.cn116021-20211011-01468.

文丹，傅艳燕，宋伟涛，等. 基于卓越医师培养目标的改良式以团队为基础的学习在眼科见习课中的应用[J]. 中华医学教育探索杂志， 2023， 22（5）： 665-669. DOI: 10.3760/cma.j.cn116021-20220623-01269http://dx.doi.org/10.3760/cma.j.cn116021-20220623-01269.

River J, Currie J, Crawford T, et al. A systematic review examining the effectiveness of blending technology with team-based learning [J]. Nurse Educ Today, 2016, 45: 185-192. DOI: 10.1016/j.nedt.2016.08.012http://dx.doi.org/10.1016/j.nedt.2016.08.012.

Alabdulkarim L. University health sciences students rating for a blended learning course framework [J]. Saudi J Biol Sci, 2021, 28(9): 5379-5385. DOI: 10.1016/j.sjbs.2021.05.059http://dx.doi.org/10.1016/j.sjbs.2021.05.059.

Michael J. Where's the evidence that active learning works? [J]. Adv Physiol Educ, 2006, 30(4): 159-167. DOI: 10.1152/advan.00053.2006http://dx.doi.org/10.1152/advan.00053.2006.

Zeng J, Liu L, Tong X, et al. Application of blended teaching model based on SPOC and TBL in dermatology and venereology [J]. BMC Med Educ, 2021, 21(1): 606. DOI: 10.1186/s12909-021-03042-7http://dx.doi.org/10.1186/s12909-021-03042-7.

James S, Cogan P, McCollum M. Team-based learning for immunology courses in allied health programs [J]. Front Immunol, 2019, 10: 2477. DOI: 10.3389/fimmu.2019.02477http://dx.doi.org/10.3389/fimmu.2019.02477.

Shen J, Qi H, Chen Y, et al. Incorporating modified team-based learning into a flipped basic medical laboratory course: impact on student performance and perceptions [J]. BMC Med Educ, 2022, 22(1): 608. DOI: 10.1186/s12909-022-03676-1http://dx.doi.org/10.1186/s12909-022-03676-1.

王伟斌，陈振东，蔡晓璐，等. TBL教学法师生反馈的调查与分析[J]. 中国高等医学教育， 2021（8）： 18-20. DOI: 10.3969/j.issn.1002-1701.2021.08.009http://dx.doi.org/10.3969/j.issn.1002-1701.2021.08.009.

Malekigorji M, Corbett D, Hanna LA, et al. An investigation of Chinese students academic performance, and their views on the learning experience, associated with flipped team-based learning [J]. Lit Inf Comput Educ J, 2018, 9(1): 2788-2799. DOI: 10.20533/licej.2040.2589.2018.0368http://dx.doi.org/10.20533/licej.2040.2589.2018.0368.

Albarrak AI, Zakaria N, Almulhem J, et al. Modified team-based and blended learning perception: a cohort study among medical students at King Saud University [J]. BMC Med Educ, 2021, 21(1): 199. DOI: 10.1186/s12909-021-02639-2http://dx.doi.org/10.1186/s12909-021-02639-2.

Views

下载量

CSCD

Alert me when the article has been cited

提交

Tools

Publicity Resources

Application of virtual simulation combined with flipped classroom in experimental teaching of the nursing care of falls in the elderly

Practice of blended teaching based on "Internet+" in the smart classroom of substance metabolism

Practical exploration of blended teaching in Histology and Embryology

Establishment and practice of the blended teaching model in human embryology

Related Author

Qiu Dan

Jiang Hong

Zhu Yueping

Tang Ting

Li Yaling

Feng Yan

Ding Fu

Zhang Wencheng

Related Institution

Department of Nursing, The First Affiliated Hospital of Chongqing Medical University

Department of Gerontology, The First Affiliated Hospital of Chongqing Medical University

Department of Biochemistry and Molecular Biology, School of Basic Medicine, Air Force Medical University

Department of Endocrinology, The Second Affiliated Hospital of Air Force Medical University

Department of Histology and Embryology,College of Basic Medicine,Chongqing Medical University

⁰