The construction and application of a blended teaching model under the strategic background of healthy China

Abstract

In order to cultivate the ability of independent learning and lifelong learning of medical students, improve the ability of students to analyze and solve problems, improve the competence of medical talents and cultivate high-level and innovative talents, we have constructed the blended teaching model of "Clinical Case Investigation-Online Open Course Learning-Classroom PBL Seminar-After-Class Health Education". At the same time, an ability-oriented performance evaluation system improved the teaching quality feedback system has also established. This article introduces the construction and application of the blended teaching model, as well as the problems it faces, provides a theoretical basis for the optimization and improvement of this model. It also provides a model theory and practical basis for creating a blended online and offline "golden course" for the professional courses of medical laboratory technology.

Keywords: MOOC; application; blended teaching model; clinical biochemistry; construction.

FIGURE 1

The flow chart of blended teaching model. From community epidemiological investigation to online self‐learning to offline seminar learning to lectures and posters, realized the conversion of perceptual knowledge learning to ability transformation. A new education model centered on “prevention‐disease‐health” has been realized. First, we organized students to enter the community before class, and conducted interviews and questionnaire surveys on some common diseases and chronic diseases, so that students formed a perceptual understanding. Second, we used high‐quality network resources to allow students to preview first, and then used offline classrooms to explain important and difficult knowledge combined with PBL, so that students could discuss relevant cases. This was the process of rational thinking. Finally, they returned to the clinic and conducted health education activities through practice, lectures, posters, and other forms. This was also the real link in their ability transformation and enhanced their sense of social responsibility

FIGURE 2

Online questionnaire survey. (a) Whether instructor took seriously to the course, (b) has the independent ability been improved, and (c) satified with blended teaching

FIGURE 3

Score distribution statistics. (a) Students who had taught by this new teaching model, 74 students in total. (b) Students who had gone through the traditional teaching model, 104 students in total