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1.
Article in Chinese | WPRIM | ID: wpr-1020597

ABSTRACT

Objective:To improve the teaching quality of Medical Microbiology by optimizing the teaching method,adjusting the teaching content and reforming the assessment model.Methods:The students of grade 2020 and 2021 of the same major were divided into the control group and the reform group.The control group received the traditional teaching method.The reform group received the"online + offline"blended teaching method,which integrates online learning resources and ideological and political education into the theoretical content of the curriculum.And the whole process assessment system was applied to the teaching method.The teaching quality was evaluated by the whole process examination results and questionnaire survey.Results:Compared with the control group,the score in the reform group was significantly improved(P<0.01).Results of the questionnaire survey showed that students'satisfaction with the mixed teaching method reached 97.5% .The integration of hot issues of microbiology and curriculum ideological and political education significantly improved students'learning interest,and more students wanted to engage in the work of microbiology related fields in the future.Conclusion:The practice results show that optimizing the teaching method,adjusting the teaching content and reforming the assessment mode can stimulate the students'learning interest,improve the students'independent learning ability and improve the teaching quality.

2.
Health Sciences Journal ; : 45-54, 2024.
Article in English | WPRIM | ID: wpr-1036259

ABSTRACT

Background@#The global pandemic caused by COVID-19, the subsequent improvement in health situation caused by anti- COVID-19 vaccination and the developments in digital technology prompted changes in undergraduate medical education as to content delivery and assessment. This study determined the difference in the performance of first year medical students in traditional face-to face, online and Hyflex teaching strategy.@*Methods@#A non-concurrent cohort study was done to determine the performance of students in three annual subjects in Year 1 undergraduate medical education for school years 2018 to 2023. One-way ANOVA at p=0.001 determined significance of differences of variables.@*Results@#There was no difference in the profile of students as to their sex, pre-medicine course and scores in the National Medical Admission Test (NMAT). The performance in the written examinations in Anatomy and Physiology showed significant difference (p=0.001) when the conduct of examinations was shifted online on an emergency basis. There was no difference (p=0.001) in performance in the laboratory conference sessions in Physiology, as compared to the focused group discussion sessions in Biochemistry and practical examinations in Anatomy.@*Conclusion@#Significant difference in the performance of first year medical students was observed only during the emergency shift to online examinations, otherwise the performance was similar in traditional face-to face, online and Hyflex teaching strategy.

3.
Article in Spanish | LILACS-Express | LILACS | ID: biblio-1574609

ABSTRACT

El objetivo de esta investigación fue analizar la estructura interna y confiabilidad de la Student Satisfaction Survey (SSS) en estudiantes universitarios peruanos. Participaron 458 estudiantes (mujeres = 69.9 %; M edad = 27.76 años; DE edad = 4.41 años). La SSS se estudió bajo el análisis factorial confirmatorio (AFC) y el modelamiento exploratorio de ecuaciones estructurales (ESEM). Respecto a los resultados, el modelo original de cinco dimensiones obtuvo índices de ajuste favorables con ESEM, pero las dimensiones interacciones alumno-profesor e interacciones alumno-alumno se superponen entre sí, por lo que se valoró un modelo de cuatro dimensiones que presentó mejores evidencias psicométricas. La confiabilidad de las puntuaciones y de constructo presenta magnitudes aceptables. Se concluye que el SSS cuenta con propiedades psicométricas adecuadas.


O objetivo deste estudo foi analisar a estrutura interna e a confiabilidade da Student Satisfaction Survey (SSS) em estudantes universitários peruanos. Participaram 458 estudantes (mulheres = 69,9 %; M idade = 27,76 anos; DP idade = 4,41 anos). O SSS foi estudado por meio de análise fatorial confirmatória (CFA) e modelação exploratória de equações estruturais (ESEM). Quanto aos resultados, o modelo original de cinco dimensões obteve índices de ajuste favoráveis com ESEM, mas as interações entre as dimensões aluno-professor e aluno-aluno se sobrepõem, por isso, foi analisado um modelo quatro dimensões que apresentou melhor evidência psicométrica. A confiabilidade das pontuações e de construto apresentaram magnitudes aceitáveis. Conclui-se que o SSS possui propriedades psicométricas adequadas.


The aim of this research study was to analyze the internal structure and reliability of the Student Satisfaction Survey (SSS) in Peruvian university students. A total of 458 students participated (women = 69.9 %; M age = 27.76 years; SD age = 4.41 years). The SSS was studied under confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM). Regard the results, the original five-dimensional model obtained favorable fit indexes with ESEM, but the dimensions student-teacher interactions and student-student interactions overlap each other, so it was valued as a four-dimensional model that presented better psychometric evidence. Regarding reliability, an acceptable order of magnitudes was observed, both at the level of scores and construct. It can be concluded that the SSS has adequate psychometric properties.

4.
Indian J Physiol Pharmacol ; 2023 Jun; 67(2): 141-146
Article | IMSEAR | ID: sea-223991

ABSTRACT

Objectives: This cross-sectional, anonymous and questionnaire-based study was undertaken to analyse online teaching experiences during COVID-19 lockdown in higher education from teachers’ perspectives. This was thought to help in improving long-distance education. Materials and Methods: An online survey was conducted to collect both quantitative and qualitative data from higher education teachers. Results: Benefits identified by online teachers indicate that distance education can cater to a large group and helps the students to access educational resources. Major challenges faced were internet connectivity (78.80%), increased workloads (68.80%) and lack of personal communication with students (84%). They believed that the online mode of teaching is the only alternative for students in such an extraordinary situation. It can be valuable for additional discussions but cannot replace traditional offline teaching. Conclusion: Suggestions pointed toward providing internet facilities and electronic databases to students and the necessity of faculty development programmes.

5.
Indian J Pathol Microbiol ; 2023 Jun; 66(2): 339-342
Article | IMSEAR | ID: sea-223443

ABSTRACT

Introduction: Covid 19 pandemic has brought human life one on one with the pace of growth. The indispensable lockdown and social distancing norms have posed challenges to continue education in various fields. Distance learning via online teaching has emerged as a savior in the pandemic. In the current scenario, it is very important to keep learners in the loop and obtain feedback from students at the end of online teaching, for understanding its strength and weaknesses which will eventually assist in developing strategies to improve its quality. We intend to share our experience with the online teaching. Materials and Methods: The study was conducted from March 2020 to Feb 2021, which includes 8 months of online teaching classes and practicals, one online examination (mid term exam), and 1 offline examination (final professional exam). The marks obtained by the students who attended online classes (batch II) in 2020-21 session was compared with previous batch i.e 2019-20 (batch I). Also the marks obtained by batch I during online exam (mid-term exam) were compared with their marks during offline exam (final professional exam). Results: Batch II scored higher marks than batch I in theory and practical (p-value < 0.05). However, the marks of viva for both batches were equitable. Conclusions: We feel that the online teaching is a reasonable alternative to conventional teaching in the current scenario.

6.
Int. j. morphol ; 41(3): 838-844, jun. 2023. ilus, tab
Article in Spanish | LILACS | ID: biblio-1514296

ABSTRACT

Las restricciones por la pandemia del COVID-19 supusieron la transición abrupta a una enseñanza online tanto del contenido teórico como práctico y de la evaluación final de las asignaturas que imparte el departamento en varias titulaciones. En previsión de que el siguiente curso académico 2020-21 se vería totalmente afectado, se desarrollaron una serie de materiales didácticos propios, como la elaboración de guiones de teoría y práctica que incorporaron imágenes de modelos anatómicos, prosecciones, anatomía radiológica y anatomía ecográfica. La percepción de esta innovación fue evaluada por los estudiantes a través de una encuesta en línea y sus respuestas mediante una escala tipo Likert. Participaron 346 estudiantes de las titulaciones de Fisioterapia (n= 66), Medicina (n= 169), Podología (n= 44) y Terapia Ocupacional (n= 67). Las puntuaciones medias más altas correspondieron a los estudiantes de Podología y Terapia Ocupacional, ambas presentaron diferencias significativas con los otros tres subgrupos de alumnos (p<.0001). El puntaje promedio más bajo correspondió a los estudiantes de Medicina de segundo año académico que presentó significancia con los otros cuatro subgrupos de estudiantes (p<.0001). Se analizaron las carencias del sistema educativo en la Universidad Complutense de Madrid reveladas por la pandemia del Covid19. Esta crisis ha puesto de manifiesto la necesidad de que los educadores médicos en general y los anatomistas en particular estén capacitados en el uso de la tecnología disponible y en la creación de sus propios materiales didácticos multimedia.


SUMMARY: Restrictions due to COVID-19 pandemic meant an abrupt transition to online teaching. This change affected teaching, practical sessions and assessments of the subjects taught by the department in various degrees. In anticipation that the following academic year 2020-21 would be totally affected, a series of didactic materials were therefor developed. These materials included the preparation of theory and practice scripts that incorporated images of anatomical models, pro-sections, radiological anatomy, and ultrasound anatomy. Perceptions by the students of these innovations were recorded through an online survey and their responses evaluated through a Likert-type scale. 346 students from Physiotherapy (n= 66), Medicine (n= 169), Podiatry (n= 44) and Occupational Therapy (n= 67) degrees participated. The highest average scores corresponded to the students of Podiatry and Occupational Therapy, both presented significant differences with the other three subgroups of students (p<.0001). The lowest average score corresponded to medical students in their second academic year, which presented significance with the other four subgroups of students (p<.0001). The shortcomings of the educational system of the Complutense University of Madrid that were highlighted by the COVID-19 pandemic were analyzed. This crisis underscored the need for medical educators in general, and anatomists in particular, to be trained in the use of available technology and to produce their own multimedia teaching materials.


Subject(s)
Humans , Students/psychology , Education, Distance/methods , COVID-19 , Anatomy/education , Perception , Spain , Cross-Sectional Studies , Surveys and Questionnaires , Educational Measurement
7.
Article | IMSEAR | ID: sea-226870

ABSTRACT

Background: The emergence of the COVID-19 pandemic has affected medical education and clinical training and forced medical schools to switch over to online teaching. To assess the success of online learning, knowing students' perceptions is an important criterion. The present study evaluated the students' insight toward online teaching and learning. Aim of the current study was to evaluate the students' perspective toward online teaching through an online questionnaire in the challenging time of the SARS-CoV-2 pandemic. Objective of the study was to assess students' perception of online teaching and barriers faced by them. Methods: This institutional-based cross-sectional study was conducted between 1 September to 30 September 2021 at medical college, Hyderabad. Out of 600 students of MBBS 1 to 4 year, 329 agreed to participate. They were given an online questionnaire that included the Dundee ready education environment measure, to assess students' perception of the educational environment. A part of it was used, i.e., SPL (students' perception of learning) domain, to assess the student’s perception. Results: Overall score of perception of online teaching-learning according to the SPL domain was 23.41±4.61, which was less than the optimal score of 25, which indicated many problems in this method of online teaching-learning. 67.5% preferred face-to-face teaching to online teaching. Conclusions: The COVID-19 pandemic has drastically affected traditional teaching-learning methods, and online teaching has emerged as a boon to continue the learning process. However, many students faced many obstacles adapting to this new learning model. Hence, the offline mode of teaching was preferred over the online mode.

8.
International Eye Science ; (12): 187-192, 2023.
Article in Chinese | WPRIM | ID: wpr-960933

ABSTRACT

AIM: To determine the students' satisfaction with the three teaching modes in the contact lens course and provide suggestions to improve teaching quality.METHODS: We conducted a survey at Tianjin Medical University in June 2021 using the Students' Evaluations of Educational Quality(SEEQ)questionnaire. We used descriptive statistics to analyze SEEQ items and the One-way ANOVA was used to determine differences in scores among the three modes.RESULTS: Among the 221 valid responses collected, 87(39.4%)respondents were males and 134(60.6%)were females. The total scores were 151.46(12.45), 148.71(13.14), and 147.97(14.56)for offline, online, and blended teaching, respectively, with no significant difference(F=1.10, P=0.33). Students had a longer interaction time with the teacher in offline teaching than in online and blended teaching(P=0.03). The three different teaching modes have no significant difference among genders or academic performance(P=0.33, P=0.91, respectively). Furthermore, 18.1% of students suggested that the amount of experiment time should be increased.CONCLUSION: Students were satisfied with all three teaching modes. However, they had more interaction time with teachers in traditional offline teaching compared with online and blended teaching. More time is needed to increase teachers' online teaching ability.

9.
Article in Chinese | WPRIM | ID: wpr-991262

ABSTRACT

Objective:To investigate the impact of online teaching on dermatology study in the undergraduate stage of the eight-year program medical students of Peking University Third Hospital.Methods:Questionnaires were administered before and after dermatology theoretical lectures and probation among the eight-year program medical students of the Peking University Third Hospital. Online teaching in 2020 was compared with offline teaching from 2016 to 2019. Written examination was taken after studying and the results were analyzed. SPSS 21.0 was used to conduct t-test and Mann-Whitney U test. Results:The total number of students that received online teaching was 53, and the response rate of the questionnaire was 75.5(80/106); the number of students receiving offline teaching was 166 and the response rate of the questionnaire was 99.1% (329/332). After dermatology theoretical lectures and probation, the scores of the written examination of online teaching were better than those of offline teaching ( P<0.001). The self-evaluation of the diagnostic ability of urticaria in students that received online teaching was lower than that in offline teaching students ( P=0.008); whereas the importance rating of dermatology department in hospitals ( P<0.001) and the interest in dermatology ( P=0.002) were significantly higher in online teaching than offline teaching. No significant differences were found in the self-evaluation of the diagnostic ability of eczema and acne, the willingness to be a dermatologist, difficulty rating in dermatology study, etc. Sixty percent (24/40) of students submitted open suggestions, and the most suggestion was to increase offline probation [22.5%(9/40). Conclusion:The online teaching of dermatology theoretical lectures and probation may be better for students' knowledge than offline teaching and they can also stimulate students' interest in learning. However, students' confidence in the diagnosis and treatment of certain common disease might be slightly lower in online teaching than in offline teaching. The combination of online and offline teaching might provide more advantages in the future. The form and content of online teaching also urgently need to be further improved in practice.

10.
Article in Chinese | WPRIM | ID: wpr-991279

ABSTRACT

This paper first summarizes the cognition and understanding of online teaching, then introduces the active design and practice of online teaching in Harbin Medical University, and fully comprehends the quality of online teaching through the feedback to teachers and students. Through the investigation, the research group found that there are problems in online teaching, including teachers' difficulty in applying the teaching platform efficiently, limited Internet speed and hardware equipment, insufficient understanding and attention of individual teachers to online teaching, insufficient interaction between teachers and students, and difficulty in carrying out experiments and practical teaching. In this regard, the research group proposed countermeasures to change online teaching concept, reform online teaching methods, improve the function of online teaching platform, and optimize online course resources in order to timely summarize the online teaching situation, improve the shortcomings and promote advanced experience, and ensure the quality of follow-up online teaching.

11.
Article in Chinese | WPRIM | ID: wpr-991280

ABSTRACT

Taking the course of Chinese traditional medicine as an example, this paper discusses the construction and implementation effect of online teaching mode from the following four aspects: online teaching curriculum design, teaching implementation, teaching effect evaluation, and teaching reflection, with a view to providing beneficial reference for the follow-up hybrid teaching and promoting the construction of hybrid first-class courses by summarizing the experience of online teaching.

12.
Article in Chinese | WPRIM | ID: wpr-991322

ABSTRACT

This study explores the application effect of the case-based teaching method based on Xuexitong learning platform in the online teaching of Digestive System, and analyzes the learner's emotional experience, learning behavior, and learning effect in the case-based online teaching. The results of the study show that the case-based online teaching model based on Xuexitong learning platform improves students' online learning interest, and the students have good emotional experience, high learning enthusiasm, good classroom interaction, enhanced self-learning ability before and after class, and good learning effect. In addition, precise teaching can be used for individual students who are not enthusiastic about online learning.

13.
Article in Chinese | WPRIM | ID: wpr-991323

ABSTRACT

To enhance the learning stickiness, improve low completion rate of online teaching, and promote teaching quality has become the key to solve the contradiction in online teaching. In this paper, taking the teaching of biochemistry as example, based on the trigger mechanism, maintenance mechanism and migration mechanism of sticky learning, guided by the three-dimensional goal of "knowledge and skills, process and method, emotional attitude and values", the BOPPPS (bridge-in, objective, pre-assessment, participatory-learning, post-assessment, summary) teaching model was combined with online teaching. According to the interactive behavior in the course learning space, the Spearman rank correlation analysis was performed by SPSS 18.0 software to comprehensively evaluate the learning stickiness degree. The research has found that, due to its "micro but refined, compact structure and student-centered" characteristics, BOPPPS combining with online teaching can effectively make up for the time and space limitations of offline teaching and the excessively broad online teaching, bring benefits from the perspectives of "inclusion, attraction and production", promote students' active learning, and practically improve learning stickiness. The research provides a new idea for creating online "golden" courses.

14.
Article in Chinese | WPRIM | ID: wpr-991337

ABSTRACT

Objective:To investigate the medical students' general understanding of online teaching and online learning of medical courses during the COVID-19 epidemic, and to analyze the satisfaction with online medical curriculum and its influencing factors.Methods:A total of 188 medical students in Xiangya School of Medicine of Central South University were investigated anonymously with a self-designed questionnaire. SPSS 26.0 was used for analyzing the relevant data, t test or variance analysis was conducted for coparison between groups, with test level α= 0.05. Results:The 88.83% (167) of the students believed that online teaching was much necessary, and the greatest advantage of online teaching was that they could arrange their learning time freely. However, 59.57%(112) of the students thought that the learning consciousness was reduced, and 49.47% (93) of the teachers were inadaptable to the change of teaching platform and 59.57% (112) teachers could not adapt to the change of teaching may be the main reasons affecting the teaching quality.Conclusion:Students have a high degree of acceptance of online teaching during the epidemic, but there are some problems such as decreased self-discipline, insufficient interaction between teachers and students, dissatisfaction with the construction of online course platform, inability to visit the laboratory and practice in the hospital, and so on. The investigation is still helpful to revise the medical education model in the post-epidemic period and the future. Our results suggest that the combination of online and offline teaching mode can be adopted in medical theory class and PBL discussion class, and at the same time, the construction of online learning resources for clinical practice and medical experiments should be strengthened.

15.
Article in Chinese | WPRIM | ID: wpr-991355

ABSTRACT

Medical microbiology experiment is faced with many problems in online teaching. This study adopts the teaching mode of online live broadcast + operation video + virtual experiment, and make up the operation gap to some extent through operation video and virtual experiment. The mode of assessment is subjective thinking question (closely following the operation process) + experiment design + literature review (focusing on the key technology or new technology of clinical assessment that cannot be carried out due to the limitation of conditions in traditional experiments, such as mass spectrometry, fluorescence quantitative PCR, and G-test), and it is helpful to understand students' mastery of teaching objectives, and the ability of comprehensive application and innovative thinking. The student questionnaire shows that most students hold a positive attitude towards the online experimental teaching mode, and the quality of students' homework shows that most students have a good learning effect.

16.
Article in Chinese | WPRIM | ID: wpr-991449

ABSTRACT

This study summarizes related studies on readiness for online teaching in China and globally and constructs an online teaching readiness scale for higher education teachers with reference to related studies on online teaching competency, blended teaching readiness, and influencing factors for online teaching. This scale includes five dimensions, i.e., belief, teaching readiness, technical readiness, online communication readiness, and institutional support. A questionnaire survey and statistical analyses were performed to investigate the rationality of the scale, and then the scale was modified. The results show that the indicators of the scale have a good degree of fitting, and this study provides a necessary standard for examining the online teaching readiness of higher education teachers and new ideas for online teaching in colleges and universities.

17.
Article in Chinese | WPRIM | ID: wpr-991460

ABSTRACT

Objective:To explore the teaching effect and novel ideas of online teaching applied in skill operation course.Methods:One hundred and fifty-one students studying in Sichuan University taking the First Aid in the Life: Basic Knowledge and Skills as an elective course in the autumn semester of 2019 and spring semester of 2020 were included as the research subjects in this study. Among them, 77 students in the spring semester of 2020 were selected as the experimental group and 74 students in the autumn semester of 2019 were selected as the control group. The students in the experimental group studied the first aid course by online platform, and the others in the control group studied through traditional teaching mode. The teaching effect of the two groups was compared and the teaching satisfaction of the two groups weas analyzed. SPSS 23.0 was used for Chi-square test and t-test. Results:There was no significant difference between the control group and the experimental group in the assessment scores of cardiopulmonary resuscitation, hemostatic bandaging, and fracture fixation [(8.65±0.81 vs 8.69±0.90, P=0.750); (8.10±0.50 vs 8.12±0.61, P=0.880); (8.21±0.89 vs 8.16±0.78, P=0.710)]. Among the students participating in the questionnaire survey in the experimental group, 59 (95.16%) students thought that this course was helpful in dealing with first aid in daily life, and 38 (61.29%) students did not want to change the traditional teaching method to online teaching. Conclusion:The application of online teaching in first-aid skill operation course is feasible and can achieve the similar teaching effect, which provides a novel idea for exploring the online teaching of first aid skills.

18.
Article in Chinese | WPRIM | ID: wpr-991461

ABSTRACT

With the rapid development of information technology and the change in military education policy in the new era, online teaching has gradually become one of the main approaches to implement the clinical medical education in military teaching hospitals. In this study, the online teaching was performed mainly by pre-recorded teaching, supplemented by online live teaching. Massive open online courses (MOOCs) and the seminar-style teaching were advocated to be used in advanced disciplines. The quality of online teaching was guaranteed through infrastructure provision, teacher arrangement, teaching preparation, teaching interactivity, after-class test, teaching evaluation, supervision, and summary of teaching, which ultimately achieved a good effect. The results of the two-way questionnaires of 26 teachers and 129 students showed that 23.26% (30/129) of students and 65.38% (17/26) of teachers believed that students' learning ability was insufficient. 34.88% (45/129) of students and 23.08% (6/26) of teachers thought that the existing technology could not meet the requirements of online teaching. 55.04% (71/129) of students and 69.23% (18/26) of teachers held the view that the effect of online teaching was inferior to face-to-face teaching. 28.68% (37/129) of students and 57.69% (15/26) of faculty asked for the return of face-to-face education. Therefore, it is necessary to strengthen the construction of smart classroom platforms, establish a well-developed online teaching quality evaluation system, and integrate various innovative teaching modes with the online teaching. In these ways, it is expected to optimize the online teaching of clinical medicine and achieve the goal of online teaching.

19.
Article in Chinese | WPRIM | ID: wpr-1023290

ABSTRACT

In order to further cultivate bioscience talents, we compared and analyzed the teaching effects of different teaching modes of Bioscience courses in our university. Under the condition that the difficulty of the examination subjects and papers remains unchanged, we collected and compared the examination results of the online teaching mode covering three grades of students with the corresponding examination results of the traditional teaching mode of the previous academic year. After comparing the final examination results of 21 courses, we found that the online teaching effect of examination courses with long courses and experimental courses is better (such as physiology, pathology, etc.). The phenomenon that online teaching cannot be carried out normally has affected most students (66.28%, 57/86), indicating that the experimental course cannot be replaced by online teaching. At the same time, students who expected systematic teaching reform of biological science major courses accounted for the majority in the survey (80.23%, 69/86). Based on this, we conclude that the mixed teaching mode with traditional teaching as the main body of teaching and online platform technology as the auxiliary can become a new exploration direction in undergraduate teaching of Bioscience majors in medical colleges and universities.

20.
Article in Chinese | WPRIM | ID: wpr-1023292

ABSTRACT

Objective:To compare the self-evaluated learning behavior and achievement of eight-year-program clinical medical students on online and offline problem-based learning (PBL), and to provide references and suggestions for successful implementation of online PBL teaching.Methods:During the three semesters of September 2020 to January 2022, a survey was performed on 100 clinical medical students of 2018 eight-year program on online or offline PBL teaching in Xiangya School of Medicine, Central South University. At the end of PBL courses, the students received questionnaires to self-assess their learning behavior and achievement in online or offline PBL teaching. The data were analyzed using the paired rank sum test with the use of SPSS 26.0.Results:Before class, there were no significant differences in learning behaviors including preparation time, communication with classmates, and materials collecting and sorting between students on online and offline PBL teaching ( P>0.05). In class, no significant differences were found in students' initiative of speaking and degree of satisfaction with classmates' speaking between online and offline teaching ( P>0.05), but the students on offline teaching showed significantly better concentration of attention ( Z=-4.24, P<0.001), listening to classmates' speeches ( Z=-3.42, P=0.001), and classmates' interaction ( Z=-3.11, P=0.002) compared with those on online teaching. No significant differences were observed between online and offline PBL teaching in students' self-evaluated learning achievements including improvements in autonomous learning ability, problem-solving ability, and literature inquiry skills ( P>0.05). Conclusion:Students on online PBL teaching have generally as good pre-class preparation and in-class learning performance as those on offline PBL teaching, indicating that the online PBL mode can be well implemented, and it can also ensure almost the same learning achievement as offline teaching.

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