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.