线上与线下PBL教学中学生自评学习行为与学习收获的比较分析

暨明; 徐阳婷; 韩仰; 冯丹丹; 管茶香; 罗自强

doi:10.3760/cma.j.cn116021-20211207-01486

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线上与线下PBL教学中学生自评学习行为与学习收获的比较分析

教学改革 | 更新时间：2023-12-12

- 线上与线下PBL教学中学生自评学习行为与学习收获的比较分析
- Comparison of students' self-evaluated learning behavior and achievement between online and offline problem-based learning
- 中华医学教育探索杂志 2023年22卷第11期页码：1661-1665
- 作者机构：
  
  1.中南大学基础医学院生理学系，长沙　410078
  2.中南大学湘雅医学院2018级五年制麻醉医学专业，长沙　410078
- 作者简介：
  
  罗自强，Email： luozq1962@163.com
- 基金信息：
  
  湖南省普通高等学校课程思政建设研究基金资助项目(HNKCSZ-2020-0061);湖南省学位与研究生教育改革研究项目(2020JGYB028)
- DOI：10.3760/cma.j.cn116021-20211207-01486
  中图分类号： R33
- 纸质出版日期：2023-11-20，
  
  收稿日期：2021-12-07，
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暨明, 徐阳婷, 韩仰, 等. 线上与线下PBL教学中学生自评学习行为与学习收获的比较分析[J]. 中华医学教育探索杂志, 2023, 22(11): 1661-1665.

Ji Ming, Xu Yangting, Han Yang, et al. Comparison of students' self-evaluated learning behavior and achievement between online and offline problem-based learning[J]. Chinese Journal of Medical Education Research, 2023,22(11):1661-1665.
暨明, 徐阳婷, 韩仰, 等. 线上与线下PBL教学中学生自评学习行为与学习收获的比较分析[J]. 中华医学教育探索杂志, 2023, 22(11): 1661-1665. DOI： 10.3760/cma.j.cn116021-20211207-01486.

Ji Ming, Xu Yangting, Han Yang, et al. Comparison of students' self-evaluated learning behavior and achievement between online and offline problem-based learning[J]. Chinese Journal of Medical Education Research, 2023,22(11):1661-1665. DOI： 10.3760/cma.j.cn116021-20211207-01486.

摘要

目的

比较分析八年制临床医学专业学生线上和线下基于问题的学习（problem-based learning，PBL）教学中的自评学习行为和学习收获，为确保线上PBL教学的成功实施提供建议和帮助。

方法

2020年9月至2022年1月3个学期，选取中南大学湘雅医学院2018级八年制临床医学专业100名学生为研究对象，在学生完成线下和线上PBL教学后进行问卷调查，收集学生对线上及线下PBL教学的学习行为表现和学习收获的自我评价，采用SPSS 26.0对所得数据进行配对秩和检验。

结果

线上与线下PBL教学中学生的课前学习行为包括准备时间、与同学交流沟通度以及资料收集整理的差异均无统计学意义（均

0.05）；课堂中学生的部分学习行为如发言积极性以及对同学发言的满意度线上与线下教学亦无明显不同（均

0.05），但学生的课堂注意力集中程度（

=-4.24，

0.001）、倾听同学发言情况（

=-3.42，

=0.001）以及生生互动（

=-3.11，

=0.002）则是线下教学优于线上教学；同时学生自评学习收获包括自主学习能力、解决问题能力和资料查阅能力的增强在线上与线下教学中均未见明显差异（均

0.05）。

结论

线上PBL教学中学生的课前投入和课堂中的学习表现与线下教学基本一致，能保证线上PBL教学的实施，且学生学习收获基本等同于线下PBL教学。

Abstract

Objective

To compare the self-evaluated learning behavior and achievement of eight-year-program clinical medical students on online and offline problem-based learning (PBL)

and to provide references and suggestions for successful implementation of online PBL teaching.

Methods

During the three semesters of September 2020 to January 2022

a survey was performed on 100 clinical medical students of 2018 eight-year program on online or offline PBL teaching in Xiangya School of Medicine

Central South University. At the end of PBL courses

the students received questionnaires to self-assess their learning behavior and achievement in online or offline PBL teaching. The data were analyzed using the paired rank sum test with the use of SPSS 26.0.

Results

Before class

there were no significant differences in learning behaviors including preparation time

communication with classmates

and materials collecting and sorting between students on online and offline PBL teaching (

0.05). In class

no significant differences were found in students' initiative of speaking and degree of satisfaction with classmates' speaking between online and offline teaching (

0.05)

but the students on offline teaching showed significantly better concentration of attention (

=-4.24

0.001)

listening to classmates' speeches (

=-3.42

=0.001)

and classmates' interaction (

=-3.11

=0.002) compared with those on online teaching. No significant differences were observed between online and offline PBL teaching in students' self-evaluated learning achievements including improvements in autonomous learning ability

problem-solving ability

and literature inquiry skills (

0.05).

Conclusion

Students on online PBL teaching have generally as good pre-class preparation and in-class learning performance as those on offline PBL teaching

indicating that the online PBL mode can be well implemented

and it can also ensure almost the same learning achievement as offline teaching.

关键词

医学生基于问题的学习八年制临床医学专业线上教学学习行为学习收获

Keywords

Medical studentProblem-based learningEight-year medical education programOnline teachingLearning behaviorLearning achievement

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