Effect of hybrid teaching incorporating problem-based learning on student performance in pathophysiology

Abstract

Objective To compare the effectiveness of traditional and hybrid teaching strategies in pathophysiology and to conduct a survey of students’ opinions about the hybrid teaching strategy. Methods A hybrid pathophysiology course was developed by combining traditional lectures, case- or problem-based learning, group discussion and several quizzes. A total of 167 students were assigned to the hybrid teaching group and 118 students assigned to the traditional lecture group. Results Compared with students who received traditional lectures, no students in the hybrid teaching class failed the final examination. The percentage of students with high scores was significantly higher in the hybrid teaching class. In addition, 73.7% of students in the hybrid teaching class expressed substantial interest in pathophysiology during the course, and 83% of these students felt they had received essential training and acquired the ability to solve clinical case problems. Conclusion The hybrid teaching strategy is an advanced approach that encourages students to actively learn teaching materials and solve practical clinical problems, and that promotes student interest in pathophysiology.

Evaluation of the Hybrid Learning Model to Teach Human Physiology Experiments

“…Most of the students strongly agreed that the prelab activities enabled them to be well prepared during the onsite lab. Our results were like other studies which demonstrated Hybrid learning as an effective tool to improve student preparedness [11].…”

Students’ Performance in Face-to-Face, Online, and Hybrid Methods of Teaching and Assessment in Anatomy

“…This method of learning offers a high level of flexibility [ 13 ]. Hybrid instruction has been reported to be helpful in improving the effectiveness of physiology teaching [ 14 ] and encouraging students to engage in active learning and problem solving in a pathophysiology course [ 15 ]. A hybrid flexible (HyFlex) teaching model refers to an instructional approach that combines face-to-face instruction with online synchronous or asynchronous content delivery.…”

Hybrid Model Teaching in the Postepidemic Period: From Nucleic Acid to Antigen for the Fluorescence Analysis of SARS-CoV-2

“…From the perspective of enhancing the cultivation of learning interest, the new experimental design, interesting experimental principles, and attention to the testing objectives, we expect to improve the subjective motivation of students . By making full use of the advantages of the online teaching platform, combined with the interactive offline experimental teaching, teachers can stimulate students’ interest in learning and at the same time enable them to master the necessary knowledge, thus continuously improving the quality of teaching and enhancing students’ learning. , To enable students to master the key knowledge and skills of the experiment, reducing errors in the process of experimentation, consolidating reflective learning content, and developing scientific thinking, we have transformed the traditional three-stage teaching into an interactive hybrid online-facing teaching mode based on the rational utilization of online teaching resources and teaching management platforms (Figure A). The subdivision of the generalized teaching sessions into 20 interlinked steps leads to increased student acceptance and interest.…”