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Application of blended teaching model based on SPOC and TBL in dermatology and venereology

BACKGROUND: In this study, we applied the small private online course (SPOC) and team-based learning (TBL) blended teaching model to dermatology and venereology to ensure a higher quality learning experience for clinical medical students. METHODS: A total of 52 fifth-grade clinical undergraduates fr...

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Autores principales: Zeng, Jinrong, Liu, Liyao, Tong, Xiaoliang, Gao, Lihua, Zhou, Lu, Guo, Aiyuan, Tan, Lina
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8656105/
https://www.ncbi.nlm.nih.gov/pubmed/34879860
http://dx.doi.org/10.1186/s12909-021-03042-7
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author Zeng, Jinrong
Liu, Liyao
Tong, Xiaoliang
Gao, Lihua
Zhou, Lu
Guo, Aiyuan
Tan, Lina
author_facet Zeng, Jinrong
Liu, Liyao
Tong, Xiaoliang
Gao, Lihua
Zhou, Lu
Guo, Aiyuan
Tan, Lina
author_sort Zeng, Jinrong
collection PubMed
description BACKGROUND: In this study, we applied the small private online course (SPOC) and team-based learning (TBL) blended teaching model to dermatology and venereology to ensure a higher quality learning experience for clinical medical students. METHODS: A total of 52 fifth-grade clinical undergraduates from Xiangya School of Medicine of Central South University were randomly divided into an experimental (n = 26) and a control group (n = 26). In March 2018, we used the SPOC and TBL blended teaching model in the experimental group and explored the effects of innovative teaching in the dermatology and venereology course, compared with the control group receiving the conventional teaching method. We analyzed the two groups’ theoretical assessment scores and questionnaire results to evaluate the efficiency of the new pedagogy. RESULTS: Students in the experimental group had a better understanding than the control group of the dermatology and venereology content and higher scores on the case analysis questions in the final theoretical examination. The results revealed that the majority of the experimental group students agreed that the novel teaching model blended with SPOC&TBL helped them significantly stimulate motivation and develop their ability in self-directed learning, independent thinking, literature retrieval, presentation board, teamwork, communication, and systematic clinical thinking. The teaching satisfaction survey of the two groups showed that the students’ satisfaction in the experimental group was significantly higher than in the control group (p < 0.05). CONCLUSIONS: The SPOC&TBL teaching model is better than the traditional one in enriching students’ professional knowledge and cultivating their comprehensive ability. It can effectively promote educational quality, improve students’ learning effects, and enhance their satisfaction. This method has broad application prospects.
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spelling pubmed-86561052021-12-10 Application of blended teaching model based on SPOC and TBL in dermatology and venereology Zeng, Jinrong Liu, Liyao Tong, Xiaoliang Gao, Lihua Zhou, Lu Guo, Aiyuan Tan, Lina BMC Med Educ Research BACKGROUND: In this study, we applied the small private online course (SPOC) and team-based learning (TBL) blended teaching model to dermatology and venereology to ensure a higher quality learning experience for clinical medical students. METHODS: A total of 52 fifth-grade clinical undergraduates from Xiangya School of Medicine of Central South University were randomly divided into an experimental (n = 26) and a control group (n = 26). In March 2018, we used the SPOC and TBL blended teaching model in the experimental group and explored the effects of innovative teaching in the dermatology and venereology course, compared with the control group receiving the conventional teaching method. We analyzed the two groups’ theoretical assessment scores and questionnaire results to evaluate the efficiency of the new pedagogy. RESULTS: Students in the experimental group had a better understanding than the control group of the dermatology and venereology content and higher scores on the case analysis questions in the final theoretical examination. The results revealed that the majority of the experimental group students agreed that the novel teaching model blended with SPOC&TBL helped them significantly stimulate motivation and develop their ability in self-directed learning, independent thinking, literature retrieval, presentation board, teamwork, communication, and systematic clinical thinking. The teaching satisfaction survey of the two groups showed that the students’ satisfaction in the experimental group was significantly higher than in the control group (p < 0.05). CONCLUSIONS: The SPOC&TBL teaching model is better than the traditional one in enriching students’ professional knowledge and cultivating their comprehensive ability. It can effectively promote educational quality, improve students’ learning effects, and enhance their satisfaction. This method has broad application prospects. BioMed Central 2021-12-09 /pmc/articles/PMC8656105/ /pubmed/34879860 http://dx.doi.org/10.1186/s12909-021-03042-7 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Zeng, Jinrong
Liu, Liyao
Tong, Xiaoliang
Gao, Lihua
Zhou, Lu
Guo, Aiyuan
Tan, Lina
Application of blended teaching model based on SPOC and TBL in dermatology and venereology
title Application of blended teaching model based on SPOC and TBL in dermatology and venereology
title_full Application of blended teaching model based on SPOC and TBL in dermatology and venereology
title_fullStr Application of blended teaching model based on SPOC and TBL in dermatology and venereology
title_full_unstemmed Application of blended teaching model based on SPOC and TBL in dermatology and venereology
title_short Application of blended teaching model based on SPOC and TBL in dermatology and venereology
title_sort application of blended teaching model based on spoc and tbl in dermatology and venereology
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8656105/
https://www.ncbi.nlm.nih.gov/pubmed/34879860
http://dx.doi.org/10.1186/s12909-021-03042-7
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