混合学习在生物化学实验室课程中的应用和有效性:一个多类受控研究
Wenhu Chen1, Peng Du1, Xiaoyan Li1
1School of Basic Medical Sciences & Forensic Medicine, Hangzhou Medical College, 310053, Hangzhou, China.
BMC medical education
|November 26, 2025
概括
混合学习显著提高了医学学生的生物化学实验室技能和参与度. 这种方法增强了理论与实践的融合,为医学教育提供了有价值的模型.
科学领域:
- 医学教育 医学教育
- 生物化学 实验室实践
背景情况:
- 生物化学是一门具有挑战性的核心医学课程,通常被认为是抽象的,与实际应用脱节.
- 传统的实验室教学方法优先考虑程序执行,而不是概念理解.
- 混合学习在医学实验室课程中的应用仍然未得到充分探索.
研究的目的:
- 在临床医学生物化学实验室课程中评估混合学习模型的有效性.
- 将混合学习成果与传统的教学方法在技能和学生态度方面进行比较.
主要方法:
- 一个随机对照试验,涉及300名临床医学本科生.
- 混合组 (n=150) 经历了实验室前的微讲座/问卷,实验室内轮换 (技能,数据解释,临床病例) 和实验室后的反思.
- 对照组 (n=150) 接受了传统的教学.
主要成果:
- 混合学习组在实验室技能,数据解释和报告质量方面取得了较高的成绩.
- 与对照组相比,混合学习参与者报告了更高的参与度,自我调节学习 (SRL) 和满意度.
- 质量反强调了混合方法的提高准备,更深入的理解和增强的动机.
结论:
- 混合学习是提高生化实验室课程实践技能和学生态度的有效策略.
- 该模型提供了一个可复制的框架,用于改善医学教育中理论知识和实际应用的整合.
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