临床研究方法学课程重在培养临床研究设计实践能力,但传统授课侧重于理论教学,难以达到预期效果。线上线下混合式教学方法,通过多元化、动态、跨空间教学,有助于实践能力培养。本研究以首都医科大学研究生临床研究方法学课程为例,阐述该教学方法在此类课程教学中的设计和实施,并采用过程性评价和问卷调查评价教学效果。结果显示,课程结束后,学生理论知识水平[(24.0±1.9)分比(18.1±4.7)分]、研究设计要素拆解[(8.6±1.9)分比(4.9±2.7)分]、科研计划书[(77.2±16.2)分比(54.9±21.7)分]和研究方案汇报幻灯[(90.6±2.9)分比(83.4±4.2)分]得分均高于授课前,其差异均具有统计学意义(均P<0.05)。64名学生中,60名(93.8%)学生认为该教学方法能够提高其临床研究设计能力,教学满意度评分为(18.1±0.7)分。可见,线上线下混合式教学方法有助于提高学生的临床研究方法学理论水平和临床研究设计实践能力,取得了较好的教学效果。

The clinical research methodology course focuses on cultivating practical abilities in clinical research design, but the traditional teaching method focuses on knowledge, which is difficult to achieve the expected effects. The online-offline hybrid teaching method helps to cultivate practical abilities through diversified, dynamic, and cross spatial teaching. This study took the clinical research methodology course for graduate student of Capital Medical University as an example, to describe the design and implementation process of this teaching method in this kind of course, and to evaluate its effectiveness by process assessment and questionnaire survey. After the course, the scores of theoretical knowledge [(24.0±1.9) to (18.1±4.7)] and research design elements [(8.6±1.9) to (4.9±2.7)] were higher than those before the course, and the scores of clinical research protocols [(77.2±16.2) to (54.9±21.7)] and research proposal presentation slides [(90.6±2.9) to (83.4±4.2)] were also significantly increased (all P<0.05). Out of 64 students, 60(93.8%) believed that this teaching method could improve their clinical research design ability, and the average satisfaction score was (18.1±0.7). The results showed that the online-offline hybrid teaching method can increase the students′ theoretical knowledge level and improve their practical abilities of clinical research design, and favorable learning effect has been achieved.