中华医学教育杂志

中华医学教育杂志 ›› 2022, Vol. 42 ›› Issue (9): 792-795.DOI: 10.3760/cma.j.cn115259-20211228-01595

• 教学方法 • 上一篇    下一篇

MOOC+SPOC教学方式在耳鼻咽喉科学教学中的应用

庞海凤, 姚宪义, 王佳鑫, 蔡勋功, 徐雪媚, 徐平, 周彬   

  1. 哈尔滨医科大学附属第四医院耳鼻喉科,哈尔滨 150000
  • 收稿日期:2021-12-28 出版日期:2022-09-01 发布日期:2022-08-29
  • 通讯作者: 周彬, Email: hlh187187@163.com
  • 基金资助:
    黑龙江省教育科学规划重点课题(GJB1421283)

Application of MOOC+SPOC flipped teaching mode for learning otolaryngology

Pang Haifeng, Yao Xianyi, Wang Jiaxin, Cai Xungong, Xu Xuemei, Xu Ping, Zhou Bin   

  1. Department of Otolaryngology, The Fourth Affiliated Hospital of Harbin Medical University, Harbin 150000, China
  • Received:2021-12-28 Online:2022-09-01 Published:2022-08-29
  • Contact: Zhou Bin, Email: hlh187187@163.com
  • Supported by:
    Key Project of Educational Science Planning in Heilongjiang Province (GJB1421283)

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摘要： 目的 探讨大型开放式网络课程(massive open online courses,MOOC)和小规模限制性在线课程(small private online course,SPOC)相结合的教学方式在五年制临床医学生耳鼻咽喉科学教学中的应用效果。方法 选取哈尔滨医科大学2020级和2021级五年制99名临床医学专业学生为研究对象,将2021级51名学生设为试验组,在耳鼻喉科教学中采用MOOC+SPOC教学方式;将2020级48名学生设为对照组,采用传统教学方式。通过两组学生的耳鼻咽喉科学考试成绩、自主学习能力和教学满意度评价教学效果。采用t检验和χ2检验比较两组间的差异。结果 试验组学生的理论成绩和病例分析成绩分别为(86.09±5.23)分和(85.33±5.14)分,对照组学生分别为(85.36±5.11)分和(86.21±5.27)分,其差异无统计学意义(均P>0.05)。试验组学生的学习期望(43.17±3.28)分、学习兴趣(40.27±3.20)分、自我效能感(37.45±2.92)分、自律性(39.27±2.95)分和改变意愿(35.78±2.88)分的评分均高于对照组学生的(40.95±3.14)分、(38.02±3.05)分、(31.74±2.76)分、(33.45±2.86)分和(30.11±2.46)分,其差异均具有统计学意义(均P<0.05);96.1%(49/51)的试验组学生对教学感到满意,高于对照组学生的83.3%(40/48),其差异具有统计学意义(P=0.035)。结论 MOOC+SPOC能够保证临床医学专业耳鼻咽喉科学教学质量,提高学生自主学习能力和教学满意度。

关键词: 临床医学专业, 大型开放式网络课程, 小规模限制性在线课程, 学习成效, 耳鼻咽喉科学

Abstract: Objective To explore the effect of flipped teaching mode by large-scale open online courses (massive open online courses,MOOC) plus small-scale restricted online courses (small private online course,SPOC) in otolaryngology learning by 5-year clinical medical undergraduates. Methods Clinical medicine undergraduates in Harbin Medical University enrolled in 2020 and 2021 were selected as research objects. The experimental group consisted of 51 students of grade 2021 and adopted flipped teaching pathway of MOOC+SPOC. The control group consisted of 48 students of grade 2020 and adopted traditional teaching methods. Otolaryngology test scores, independent learning ability and learning satisfaction were compared between the two groups. Differences between the two groups were compared with t test and χ2 test. Results The theoretical test and case analysis scores of the experimental group were (86.09±5.23) and (85.33±5.1), while the scores of the control group were (85.36±5.11) and (86.21±5.27). The difference has no statistical significance (all P>0.05). The score of experimental group of learning expectation was (43.17±3.28), learning interest was (40.27±3.20), self-efficacy was (37.45±2.92), self-discipline was (39.27±2.95), willingness to change was (35.78±2.88), While compared with those from control group were (40.95±3.14),(38.02±3.05),(31.74±2.76),(33.45±2.86) and (30.11±2.46) respectively, the difference was statistically significant(P<0.05). The learning satisfaction of the experimental group was 96.1%(49/51), which was significantly higher than that of the control group 83.3%(40/48), P=0.035. Conclusions Flipped teaching mode of MOOC+SPOC can guarantee the teaching quality of clinical otolaryngology, and improve students' independent learning capacity and learning satisfaction.

Key words: Clinical medicine, Massive open online course, Small scale restricted online course, Flipped teaching, Learning result

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