基于MOOC结合TBL的混合式教学在医学通识课堂中的应用

吴丽萍; 万丽红; 黄应雄; 叶子

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

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基于MOOC结合TBL的混合式教学在医学通识课堂中的应用

教学改革 | 更新时间：2024-11-27

- 基于MOOC结合TBL的混合式教学在医学通识课堂中的应用
- Application of blended teaching based on MOOC and TBL in a medical general education course
- 中华医学教育探索杂志 2024年23卷第11期页码：1489-1494
- 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：
  
  叶子，Email： yezi9@mail.sysu.edu.cn
- 基金信息：
  
  2021年广东省教育厅高等教育教学改革项目(粤教高函〔2021〕29号);2023年中山大学教学质量与教学改革工程类项目(80000-12220011)
- DOI：10.3760/cma.j.cn116021-20230521-01843
  中图分类号： R47
- 纸质出版日期：2024-11-20，
  
  收稿日期：2023-05-21，
- 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

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