慕课背景下SPOC教学模式在消化性溃疡教学中的应用^*

Application of SPOC teaching model in peptic ulcer teaching under the background of MOOC

摘要

目的 探讨慕课背景下小规模限制性在线课程 (SPOC) 教学在消化性溃疡临床教学中的应用价值。方法 选取吉林大学应届临床医学系两个班级共105名学生作为研究对象, 按照班级分为试验组55名和对照组50名。试验组采用线上SPOC教学法, 授课老师提前录制好视频, 教师在线答疑, 课后强化记忆; 对照组采用线下传统教学法, 实施教学后采用线上问卷调查和线上测评的方式对两组学生的教学效果进行评价。结果 试验组课程满意度、教师满意度、学习兴趣、知识掌握程度、在线签到、线上随堂测试、线上课后复习题、线上考试成绩以及总成绩均高于对照组, 差异具有统计学意义 (P<0.05)。结论 采用基于慕课的SPOC教学模式明显优于传统教学, 可以充分调动学生学习积极性, 达成应用能力培养目标, 提升教学质量。

Abstract

Objective To explore the application value of online SPOC teaching in Peptic Ulcer clinical teaching under the background of MOCC. Methods A total of 105 senior clinical students from different medical departments of Jilin University were divided into an experimental group of 55 students and a control group of 50 students according to the class. Experimental group used online SPOC teaching method, the instructor recorded a video in advance, the teacher answered questions online, and strengthened memory after class. Control group used traditional classroom teaching method. After the teaching, online questionnaire survey and online evaluation were used to evaluate the teaching effect of the two groups. Results The online SPOC teaching group was higher than the traditional teaching group in terms of course satisfaction, teacher satisfaction, students' interest in learning, course content mastery, online check-in, online in class testing, online post class review questions, online exam scores, and overall scores. The difference was statistically significant (P<0.05). Conclusion In the teaching of peptic ulcer online, the use of SPOC teaching mode is obviously better than the traditional teaching group, can fully arouse students' enthusiasm for learning, so as to achieve the application ability training goal, and improve the teaching quality.

关键词

消化性溃疡 / 小规模限制性在线课程 / 慕课 / 线上教学

Key words

Peptic ulcer / Small private online course / Massive open online courses / Online teaching

参考文献

[1] 钱能, 王敏, 吴中杰. 外科学在线教育的学习特点和效果评价[J]. 中国高等医学教育, 2023(5): 49-51.

[2] Qian N, Wang M, Wu Z J. Characteristics and effect evaluation of online education in surgery[J]. China Higher Med Educ, 2023(5): 49-51.

[3] Ho P A, Girgis C, Rustad J K, et al. Advancing medical education through innovations in teaching during the COVID—19 pandemic[J]. Prim Care Companion CNS Disord, 2021, 23(1): 20nr02847.

[4] 赵菊辉, 史海涛, 程妍, 等. 基于SPOC的混合教学模式在消化内科教学中的应用[J]. 中国继续医学教育, 2023, 15(8): 98-101.

[5] Zhao J H, Shi H T, Cheng Y, et al. Application of blended teaching mode baased on a small private online course in gastroenterology[J]. China Contin Med Educ, 2023, 15(8): 98-101.

[6] Ullah I, Parviainen P, Lagergren J. Species tree inference using a mixture Model[J]. Mol Biol Evol, 2015, 32(9): 2469-2482.

[7] 沙沙, 张平, 张静. “互联网+”时代, 基于SPOC的混合式教学模式的探索与研究[J]. 高教学刊, 2021, 7(21): 115—117, 121.

[8] Sha S, Zhang P, Zhang J. Exploration and research on the blended teaching model based on SPOC in the “internet+” era[J]. J Higher Educ, 2021, 7(21): 115—117, 121.

[9] 陈敏, 张涛, 克力木·阿不都热依木. 翻转课堂在胃食管反流病临床示教中的应用[J]. 中华胃食管病电子杂志, 2019, 6(4): 204-207.

[10] Chen M, Zhang T , Kelimu·Abudureyimu. Application of the flipped classroom in Gastroesophageal reflux disease clinical teaching[J]. Chin J Gastroesophagol Reflux Dis (Electronic Edition), 2019, 6(4): 204-207.

[11] 吉攀, 朱洁云, 张剑锋, 等. 基于SPOC的混合式教学模式在全科医学临床技能教学中的应用[J]. 吉林医学, 2020, 41(5): 1280-1282.

[12] Ji P, Zhu J Y, Zhang J F, et al. Application of blended teaching mode based on a small private online course in general practice clinical skills teaching[J]. Jilin Med J, 2020, 41(5): 1280-1282.

[13] 杨敏, 杨彩燕, 颜琬华, 等. 基于SPOC的线上翻转课堂交互式教学设计与实施[J]. 中国高等医学教育, 2022, 305(5): 112-113.

[14] Yang M, Yang C Y, Yan W H, et al. Interactive teaching design and implementation of online flipped classroom based on SPOC[J]. China Higher Med Educ, 2022, 305(5): 112-113.

[15] 金瑞华, 沈锐, 王金玄. 基于小规模限制性在线课程的《急危重症护理学》教学改革[J]. 中华灾害救援医学, 2018, 6(11): 618-621.

[16] Jin R H, Shen R, Wang J X. Teaching reform in the course of emergency and critical care nursing based on a small private online course[J]. Chin J Disaster Med, 2018, 6(11): 618-621.

[17] 郭松雪, 方荃, 邵哲人, 等. SPOC辅助的基于案例学习—翻转课堂混合教学模式在伤口清创缝合教学中的应用[J]. 浙江医学教育, 2022, 21(5): 284—287, 304.

[18] Guo S X, Fang Q, Shao Z R, et al. The application of SPOC assisted CBL—flip classroom mixed teaching mode in wound debridement and suture teaching[J]. Zhejiang Med Educ, 2022, 21(5): 284—287, 304.

[19] 刘虹, 陈金华, 周雄俊, 等. 基于智慧学习环境的学习适应性模型构建研究[J]. 中国教育技术装备, 2023(8): 39-44.

[20] Liu H, Chen J H, Zhou X J, et al. Research on construction of learning adaptation model based on intelligent learning environment[J]. China Educ Technol Equip, 2023(8): 39-44.

基金资助

^*吉林大学本科教学改革研究项目(2019XYB315)