Objective

2

To solve the problems of medical advanced mathematics learning for medical school students

such as high difficulty

tight school hours

poor learning interest and low acceptance of students

and to actively carry out online and offline hybrid teaching mode.

Methods

2

A total of 243 students majoring in clinical medicine

biomedical engineering and information management and information system from 6 classes in Batch 2022 were selected as the study subjects (experimental group). A hybrid online/offline teaching mode combining self-made online learning resources and MOOC teaching resources of China University was specifically adopted. Teaching objectives were set and teaching resources were uploaded according to the teaching content before the class. Super Star Learning Platform was employed to issue pre-class learning tasks to help students study before class. During the lesson

teachers taught face-to-face

and released classroom questions and quizzes on the learning platform to test the learning effect in class. It was convenient for teachers to grasp students' learning situation and took timely teaching adjustments to help students successfully complete their learning in class. After the class

we released the videos of class lectures and post-class exercises on Super Star Learning Platform to help students consolidate their learning from class. We also set up a QQ group for the course in each class to facilitate communication with students after class and to answer questions. SPSS 20.0 was used to conduct

t

-test.

Results

2

The online and offline hybrid teaching effectively increased students' participation in class and greatly mobilized students' enthusiasm for learning

and the average teacher-student interaction in class increased from 6 to 10 times per session; the class attendance rate increased from 93.93% (232/247) to 97.94% (238/243); the homework submission rate increased from 92.71% (229/247) to 96.71% (235/243). After the course was finished

the final comprehensive scores of students increased from (81.27±4.56) to (89.52±3.42)

with statistically significant differences (

t

=8.25

P

<

0.001).

Conclusion

2

The adoption of online and offline hybrid teaching not only has a benign effect on students' academic performance

but also stimulates students' enthusiasm to learn advanced mathematics to a greater extent

and subsequently expects students' ability to be further improved in applying mathematics to solve practical problems.