混合式同步教学对临床医学本科生学习效应及教师教学能力的影响

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Abstract Objective To explore the influence of mixed synchronous teaching on the learning effect of clinical medical undergraduates. Methods A total of 134 undergraduate students majoring in 2015 clinical medicine in Qiqihar Medical University in February 2019 were selected as the control group, another 142 undergraduate students majoring in 2016 clinical medicine of Qiqihar Medical University in February 2020 were selected as the observation group. The control group was given the traditional teaching method, the observation group was given mixed synchronous teaching. The theoretical scores and case analysis scores of the two groups were observed. After the end of teaching, the two groups were given final assessment and teaching satisfaction survey. The final assessment included theoretical assessment and case analysis assessment. Before the beginning of school in January 2020 and after the final examination in July 2020, the teaching ability and job burnout scale of the teachers were evaluated. The teaching ability included communication ability and empathy ability. The job burnout scale was divided into three dimensions: emotional exhaustion, personal non achievement and depersonalization. Results The theoretical score and case analysis examination of the observation group were higher than those of the control group, the differences were statistically significant (P＜0.05); and there was no significant difference in the teaching satisfaction score between the two groups (P＞0.05). The communication ability and empathy ability of teachers in the teaching group in July 2020 were higher than those in January 2020, and the score of emotional exhaustion in July 2020 was lower than that in January 2020, the differences were statistically significant (P＜0.05). There was no significant difference in personal non achievement and depersonalization of teachers between January 2020 and July 2020 (P＞0.05).Conclusion Based on the hybrid synchronous teaching method can improve the theoretical achievement and case analysis ability of medical undergraduates. At the same time, it can mobilize and improve teachers′ communication ability,empathy ability, and improve teachers′ emotion.

Key words： Hybrid synchronous teaching Situation Learning effect Communication ability Empathy ability

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	Articles by authors
	LIU Wen-yao
	BAO Hong-guang
	LI Jing-long
	WANG Xiao-juan
	JIN Xiao-qiu

Cite this article:

LIU Wen-yao,BAO Hong-guang,LI Jing-long, et al. Effect of mixed synchronous learning on clinical teaching of medical undergraduates and teachers′ teaching ability[J]. 中国当代医药, 2021, 28(16): 198-201.

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http://dangdaiyiyao.com/EN/ OR http://dangdaiyiyao.com/EN/Y2021/V28/I16/198

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