The Use of Blended Teaching in Higher Medical Education during the Pandemic Era

Abstract

Objective. This study aims to compare the effect of blended teaching and traditional teaching in higher medical education during the pandemic era. Methods. Taking the teaching of neurology as an example, 293 Yangzhou University Clinical Medicine 2016 undergraduate students were selected as the research subjects, and were randomly divided into 2 groups a blended teaching group (n = 148) and a traditional teaching group (n = 145), and received blended teaching and traditional teaching, respectively. The blended teaching was based on a Massive Open Online Course, problem-based learning, and case-based learning and supplemented by Tencent video conferences, QQ messaging groups, and other auxiliary teaching tools. At the end of the course, the teaching effect and satisfaction rate were evaluated through theory assessment, practical skills assessment, and an anonymous questionnaire survey. Results. There were significant differences in theoretical achievements (81.83 ± 6.23 vs 76.79 ± 6.87, P < 0.001 ) and practical skill achievements (84.74 ± 6.50 vs 78.48 ± 6.53, P < 0.001 ). In addition, significant differences in all aspects of satisfaction rate were observed between the two groups (all P < 0.001 ). Conclusion. Blended teaching is beneficial to students’ learning and stimulates their enthusiasm, cultivates clinical thinking ability, and improves teaching quality. Thus, it has played a positive role in the reform of higher medical teaching during the pandemic era.

Comparison of the Effects of Different Teaching Methods on the Effectiveness of Teaching Neurology in China: A Bayesian Network Meta-Analysis and Systematic Review

“…Additionally, the different baseline conditions of students, diverse test-design frameworks 54 and the difference in teachers' levels across all the included studies might contribute to the heterogeneity to some extent. Hence, to increase the reliability of our results, we utilized the random-effects model and conducted an inconsistency analysis and risk of bias assessment to con rm the reasonability of this NMA.…”

Discussion on the application of blended teaching in the course of pharmacy administration and regulation

“…They have also mastered how to effectively manage drug information according to law, as shown in Figure 1. The online learning before and after class is an effective supplement and extension of the course in both time and space [4] . Online learning before classes focuses on previewing and sorting out the knowledge framework, facilitating students to actively acquire new knowledge and skills.…”

Acceptance of Smart Technologies in Blended Learning: Perspectives of Chinese Medical Students

“…Similarly, the rapid and significant progress in developing smart technology has improved medical services, including teaching and learning in medical sciences in China [13,14]. Chinese higher education institutions have benefited from integrating smart technologies in their teaching and learning methods and shifting the traditional face-to-face learning methods to online or blended learning during the COVID-19 pandemic.…”