The effect of implementation time of online and offline blended teaching on the learning outcome of
Pediatrics course
ZHANG Hu1, SUN Yan1, LIU Qi1, CHEN Yiping1, ZHANG Hailin2
1.Department of Pediatric Infectious Disease, the Second Affiliated Hospital & Yuying Children’s Hospital of Wenzhou Medical University, Wenzhou 325027, China; 2.Department of Children’s Respiration Disease, the Second Affiliated Hospital & Yuying Children’s Hospital of Wenzhou Medical University, Wenzhou 325027, China
ZHANG Hu,SUN Yan,LIU Qi, et al. The effect of implementation time of online and offline blended teaching on the learning outcome of
Pediatrics course[J]. JOURNAL OF WEZHOU MEDICAL UNIVERSITY, 2024, 54(1): 81-86.
Abstract：Objective: To explore the influence of the duration of online and offline blended teaching mode on the learning effect of Pediatrics course. Methods: The undergraduate senior students of Wenzhou Medical University were selected as the research subjects, who were divided into the study group and the control group.Students in the study group received traditional instruction in the first year and a combination of online and offline instruction in the following three years. The control group received traditional instruction in the first three years and a combination of online and offline instruction in the fourth year. Data were collected in the form of questionnaire survey, including their interest in class form, memorizing ability, thinking ability, etc., to compare between the two groups of students the differences in self-evaluation of ability improvement, and in in-class answer scores. Results: In the control group, students liked the blended teaching form more (Z=2.152, P<0.05),
and more students were more interested in medical knowledge (Z=2.117, P<0.05). Compared with the control group, the study group had more students gathering information ability (Z=2.258, P<0.05), and the research team get higher score [60(50, 70) vs. 60(40, 60), P=0.001]. There is no statistical significance of the knowledge point understanding depth, memory ability, thinking ability, solution case ability, communication and cooperation ability,and classroom speech ability to improve these aspects. Conclusion: In pediatric teaching, most students believe that the combination of online and offline teaching can improve students’ learning ability. The longer the students were exposed to the teaching pattern, the ability to gather information was more enhanced and the scores were higher.
