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Objective:To explore application of blended learning mode in the teaching of the general theory of surgery.Methods:Clinical undergraduates from Batch 2015 and Batch 2016 of Medical College of Hunan University of Medicine were taken as participants. One teaching class of Batch 2015 was selected as control group ( n=117), and the traditional teaching method was adopted; one teaching class from Batch 2016 was selected as experimental group ( n=115), and the blended learning model was adopted. The results of two groups' process assessment and final assessment were compared. A questionnaire was conducted among the clinical undergraduates of Batch 2016 who practiced blended learning to evaluate their satisfaction with this learning mode. SPSS 22.0 was used for t test. Results:The experimental group was significantly better than the control group in process assessment and final assessment results [(93.65±3.71) vs. (91.46±5.63); (68.36±8.14) vs. (64.94±8.98)]. The analysis of the questionnaire survey showed that students had a high satisfaction with the blended learning mode, and their approval rate reached over 90%.Conclusion:In the teaching process of clinical course of general theory of surgery, blended learning mode is highly recognized by students, which can significantly improve students' independent learning ability and interest, simultaneously increase students' classroom participation and teacher-student interaction, and finally improve students' professional overall qualities and critical thinking.
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Objective Based on small private online course (SPOC), the flipped classroom that integrates various teaching models can combine the advantages of different methods, which needs to be further discussed and practiced in the university classroom, especially in medical education. Methods This study took two classes of grade three majoring in clinical medicine as targets to apply the team-based learning and flipped classroom based on SPOC in the course of diseases screening for preventive medicine. We prepared teaching video, proposed questions, assigned student discussions, and carried out online communications before the classes. During the classes, we organized small tests, and applied team-based reports, discussions and teachers' evaluation. The responses of students were collected by questionnaires after the classes. We evaluated the teaching effectiveness basing on questionnaire results. Chi-square test and Fisher exact test were performed in the analysis of impact factors on students' preferred learning mode. Results We received 81 effective questionnaires. A total of 75.31％ students (61/81) thought the blended learning mode was interesting. Majority (93.83％, 76/81) of them believed this type of learning was helpful to understand the concept. Comparing with traditional classroom, students who felt interesting were more likely to choose the blended learning mode, and the difference was of statistical significance ( χ2=6.01, P=0.028). Students who felt helpful and spent less time in preparation preferred the blended learning mode. Conclusion Blended learning mode avoids many disadvantages of traditional classroom and can improve learners' interest, motivation and sense of participation, providing an effective way to improve the quality of medical education.