Dataset Information

The Use of Blended Teaching in Higher Medical Education during the Pandemic Era.

ABSTRACT:

Objective

This study aims to compare the effect of blended teaching and traditional teaching in higher medical education during the pandemic era.

Methods

Taking the teaching of neurology as an example, 293 Yangzhou University Clinical Medicine 2016 undergraduate students were selected as the research subjects, and were randomly divided into 2 groups a blended teaching group (n = 148) and a traditional teaching group (n = 145), and received blended teaching and traditional teaching, respectively. The blended teaching was based on a Massive Open Online Course, problem-based learning, and case-based learning and supplemented by Tencent video conferences, QQ messaging groups, and other auxiliary teaching tools. At the end of the course, the teaching effect and satisfaction rate were evaluated through theory assessment, practical skills assessment, and an anonymous questionnaire survey.

Results

There were significant differences in theoretical achievements (81.83 ± 6.23 vs 76.79 ± 6.87, P < 0.001) and practical skill achievements (84.74 ± 6.50 vs 78.48 ± 6.53, P < 0.001). In addition, significant differences in all aspects of satisfaction rate were observed between the two groups (all P < 0.001).

Conclusion

Blended teaching is beneficial to students' learning and stimulates their enthusiasm, cultivates clinical thinking ability, and improves teaching quality. Thus, it has played a positive role in the reform of higher medical teaching during the pandemic era.

SUBMITTER: Fu XT

PROVIDER: S-EPMC9678442 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature

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Publications

The Use of Blended Teaching in Higher Medical Education during the Pandemic Era.

Fu Xue-Tao XT Hu Yi Y Yan Bing-Chun BC Jiao Yun-Gen YG Zheng Shi-Jun SJ Wang Ying-Ge YG Zhang Jiang-Yun JY Wang Zheng-Bing ZB

International journal of clinical practice 20221114

<h4>Objective</h4>This study aims to compare the effect of blended teaching and traditional teaching in higher medical education during the pandemic era.<h4>Methods</h4>Taking the teaching of neurology as an example, 293 Yangzhou University Clinical Medicine 2016 undergraduate students were selected as the research subjects, and were randomly divided into 2 groups a blended teaching group (<i>n</i> = 148) and a traditional teaching group (<i>n</i> = 145), and received blended teaching and tradit ...[more]

PMID: 36474552

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Project description:The shift to distance teaching and learning during the COVID-19 pandemic brought about a real challenge for both instructors and students. To face these difficulties in teaching undergraduate Chemistry courses at the University of Santo Tomas, a blended learning strategy in the context of teaching and learning of Physical Chemistry 1 and Analytical Chemistry for Chemical Engineering students were employed. Here, we present an online strategy that facilitated the transition from traditional face-to-face learning to full online instruction. This is a five-component blended learning strategy referred to as Discover, Learn, Practice, Collaborate and Assess (DLPCA). In DLPCA, the asynchronous part of the teaching was achieved through broadcast of pre-recorded lecture videos on YouTube to allow students to study and progress with learning at their own pace. The synchronous part of the teaching was conducted using video conferencing platforms, such as Zoom or Google Meet. The DLPCA strategy was presented and discussed to the students prior to its implementation. The analysis of the teaching and learning experience based on three indicators (i) student’s learning experience, (ii) student’s academic performance and (iii) instructor observations showed that DLPCA had a positive impact on students and instructors. The identified challenges were stability of internet connection and instructor’s familiarity with readily available internet-based teaching tools, such as video conferencing software. Instructors must also find means to improve their interaction with students and maintain student interest and engagement during online classes. The survey also indicated that most of the students are satisfied with the DLCPA strategy. Hence, this strategy is considered a manageable and effective alternative that can be adapted to full online instruction to other undergraduate Chemistry lecture courses. Overall, the findings and insights in this study will add valuable resources for further hybrid instruction in the post-COVID-19 time in higher education.

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Dataset Information

The Use of Blended Teaching in Higher Medical Education during the Pandemic Era.

Objective

Methods

Results

Conclusion

Publications

The Use of Blended Teaching in Higher Medical Education during the Pandemic Era.

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