目的 分析医学本科生对慕课学习方案的选择偏好,为慕课建设者和管理者进一步优化医学类慕课资源提供参考。方法 采用离散选择实验方法,通过文献回顾、学生访谈、专家咨询和重要性排序确定影响医学本科生慕课学习偏好的潜在属性和水平,利用SAS 9.4、Stata 17计算最优选择集数并设计离散选择实验问卷,对重庆市某高等医学院校453名全日制医学本科生进行问卷调查,利用条件Logit模型量化医学本科生慕课学习属性的偏好程度。结果 本研究共回收有效问卷375份,课程类型、内容设置、难易度、时长、总结方式、与形成性考核成绩的关联6个属性对医学本科生慕课学习方案选择偏好均有明显影响(均P<0.05)。与形成性考核成绩的关联(无关联)的偏好程度最明显(β=0.38),其属性相对重要性分数最高(0.301),假设从最优情景中去除与形成性考核成绩的关联(无关联),学生选择该慕课学习方案的概率将会下降6.14%;相比公共基础类课程,实验类课程的偏好程度(β=0.34)明显高于专业理论类课程(β=0.16);低年级组(一至二年级)、高年级组(三年级及以上)最看重的属性水平分别是课程总结方式(综合串讲知识点)(β=0.35,P<0.001)和课程时长(<10分钟)(β=0.45,P<0.001)。结论 医学本科生不希望慕课与形成性考核成绩相关联,更偏好选择实验类慕课进行学习,医学本科生在不同学习阶段的慕课学习方案具有偏好异质性。建议减少混合式教学中医学本科生慕课成绩与形成性考核成绩的关联性;重点补充、更新、整合医学实验类慕课,探索基于慕课与虚拟仿真实验相结合的全程线上实验教学新模式;突出“按需所学”,构建适用于不同学习阶段医学本科生的慕课教学体系,提升慕课学习质量与效率。

Objective To analyze medical undergraduates' preferences on MOOC learning programs, in order to inform MOOC developers and managers to further optimize MOOC resources in medicine. Methods The discrete choice experiment method was used to determine the potential attributes and levels affecting medical undergraduates' MOOC learning preferences through literature review, student interviews, expert consultation, and importance ranking. SAS 9.4 and Stata 17 were used to calculate the optimal choice set numbers and design the discrete choice experiment questionnaire. A questionnaire survey was conducted among 453 full-time medical undergraduates from a higher medical college in Chongqing, and the conditional logit model was used to quantify the preference degree of medical undergraduates for MOOC learning attributes. Results This study collected 375 valid questionnaires, and six attributes including course type, content, difficulty level, duration, summary method, and correlation with formative assessment scores had a significant impact on medical undergraduates' preferences for MOOC learning programs (all P<0.05). The preference for correlation with formative assessment scores (no correlation) was most significant (β=0.38), with the highest relative importance score (0.301). Assuming the removal of correlation with formative assessment scores (no correlation) from the optimal scenario, the probability of students choosing this MOOC learning plan will decrease by 6.14%; compared with public basic courses, the preference for experimental courses (β=0.34) was significantly higher than that for theoretical courses (β=0.16); for the lower-grade group (first and second year) and the higher-grade group (third year and above), the most valued attribute levels were the course summary method (comprehensive lecture of knowledge points) (β=0.35, P<0.001) and course duration (<10 minutes) (β=0.45, P<0.001), respectively. Conclusions Medical undergraduates do not want MOOCs to be correlated with formative assessment scores and prefer to choose experimental MOOCs for learning. There is heterogeneity in the preferences for MOOC learning programs among medical undergraduates at different learning stages. It is recommended to reduce the correlation between medical undergraduates' MOOC scores and formative assessment scores in blended teaching; to focus on supplementing, updating, and integrating medical experimental MOOCs, to explore a new model of full online experimental teaching combining MOOCs and virtual simulation experiments; to emphasize ″learning according to needs,″ and to build a MOOC teaching system suitable for medical undergraduates at different learning stages to improve the quality and efficiency of MOOC learning.