DOI Implementation effectiveness and influencing factors of blended learning in a Sino-foreign cooperative clinical medicine program: a student-perspective questionnaire study

Wang Wentao; Pan Junyi; Zhu Wenyan; Li Xiang

doi:10.3760/cma.j.cn116021-20251101-02274

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DOI Implementation effectiveness and influencing factors of blended learning in a Sino-foreign cooperative clinical medicine program: a student-perspective questionnaire study

更新时间：2026-07-01

- DOI Implementation effectiveness and influencing factors of blended learning in a Sino-foreign cooperative clinical medicine program: a student-perspective questionnaire study
- Chinese Journal of Medical Education Research Pages: 1-9(2026)
- 作者机构：
  
  1.重庆医科大学莱斯特大学联合学院，重庆 400016
  2.重庆医药高等专科学校科技产业发展中心，重庆 401331
  3.重庆医科大学教务处，重庆 400016
  4.重庆医科大学附属第一医院心血管内科，重庆 400016
- 作者简介：
  
  Li Xiang, Email: lzd9288@163.com
- 基金信息：
  
  Chongqing Higher Education Teaching Reform Research Project(232047);Higher Education Science Research Project of Chongqing Higher Education Society(cqgj25zx10C);Major Project of the Education and Teaching Reform Research Program of Chongqing Medical University(JY20250202)
- DOI：10.3760/cma.j.cn116021-20251101-02274
  CLC： R33
- Received：01 November 2025，
  
  Online First：27 April 2026，
- 稿件说明：
移动端阅览
Wang Wentao, Pan Junyi, Zhu Wenyan, et al. DOI Implementation effectiveness and influencing factors of blended learning in a Sino-foreign cooperative clinical medicine program: a student-perspective questionnaire study[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-9.
DOI：

Wang Wentao, Pan Junyi, Zhu Wenyan, et al. DOI Implementation effectiveness and influencing factors of blended learning in a Sino-foreign cooperative clinical medicine program: a student-perspective questionnaire study[J/OL]. Chinese Journal of Medical Education Research, 2026, 1-9. DOI： 10.3760/cma.j.cn116021-20251101-02274.

摘要

目的

基于学生问卷调查，评价混合式教学——“大班讲授（lecture）+小组讨论（group work，GW）”在中外合作办学临床医学专业中的实施效果，并分析影响学生满意度/偏好的相关因素及主要问题反馈。

方法

以重庆医科大学临床医学（中外合作办学）专业2020至2023级本科生为对象，通过匿名问卷收集数据，问卷内容涵盖混合式教学模式偏好、课堂教学体验、学习效果感知、课程负荷与改进建议，并设置开放性问题用于文本分析。采用Python 3.9.6进行描述性统计、Spearman相关分析及Logistic回归分析，并结合BERTopic主题建模进行语义分析。

结果

共获得有效问卷155份。75.48

（117/155）的学生偏好“大班授课 + 小组讨论”模式，他们认为该模式较传统教学更能促进知识理解与临床思维的发展。“教师讲解清晰、结构合理”（

=2.12，

=0.047）、“课堂互动机会充足”（

=2.58，

=0.026）及“提供实践中解决问题的机会”（

=2.86，

0.009）是主要正向因素。文本分析显示，正向反馈集中于合作学习、理论联系实践及自主学习能力的提升，负向反馈主要涉及讨论效率和课程负荷。

结论

在中外合作办学临床医学专业中，混合式教学（lecture+group work）与学生学习主动性、临床思维能力及课堂参与度呈正向关联，并整体获得较高认可。不同年级学生在教学主导方式偏好方面存在差异，课程负荷与课堂组织效率仍是影响学习体验的重要因素。混合式教学的实施有必要结合学生学习阶段与课程特点，进一步优化教学结构与学习支持体系。

Abstract

Objective

To evaluate the implementation effectiveness of blended learning (lecture + group work) in a Sino-foreign cooperative clinical medicine program based on a student questionnaire survey

and analyze the factors associated with student satisfaction/preferences as well as the major issues reported.

Methods

Undergraduate students enrolled between 2020 and 2023 in the Clinical Medicine (Sino-foreign Cooperative Program) at Chongqing Medical University were surveyed using anonymous questionnaires. The questionnaire covered preferences for blended learning modes

classroom teaching experiences

perceived learning outcomes

course workload

and suggestions for improvement

and included open-ended items for text analysis. Data were analyzed using Python 3.9.6 for descriptive statistics

Spearman correlation analysis

and logistic regression analysis. Open-ended responses were examined through semantic analysis with BERTopic modeling.

Results

A total of 155 valid questionnaires were collected. Among the students

75.48% (117/15

5) preferred the blended model combining large-class lectures + group discussions

considering it more effective than traditional teaching in promoting knowledge comprehension and clinical thinking. Clear and well-structured instruction [odds ratio (

)=2.12

=0.047

]

sufficient opportunities for classroom interaction (

=2.58

=0.026)

and opportunities to solve practical problems (

=2.86

=0.009) were identified as major positive factors. Text analysis indicated that positive feedback focused on collaborative learning

integration of theory and practice

and improvement in self-directed learning ability

while negative feedback concerned discussion efficiency and workload.

Conclusions

In a Sino-foreign cooperative clinical medicine program

blended learning (lecture + group work) was positively associated with student learning initiative

clinical thinking ability

and classroom engagement

and was generally well accepted. Preferences for instructional leadership differed across academic years

while course workload and classroom organization efficiency remained key factors influencing learning experience. Future implementation should be tailored to student learning stages and course characteristics

with further optimization of instructional structure and learning support systems.

关键词

Keywords

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