【摘要】 目的探索线上线下混合式教学模式在CBL授课中的教学效果。方法选择2020年3月-6月某校《临床毒理学》授课对象中的236名临床医学五年制本科生,随机分为试验组(152名)和对照组(142名),分别开展线上线下混合式CBL教学和LBL教学。通过理论知识测试和课程满意度的问卷调查评价教学效果。结果线上线下混合式CBL教学组理论知识测试成绩明显高于LBL教学组,差异具有统计学意义(P<0.05)。学生对线上线下混合式CBL教学法在激发学习兴趣、锻炼分析和思考问题的能力、提高创新能力、加深对知识的理解、提高学习的主动性和积极性、培养沟通交流协作能力、提高信息资料管理能力方面评价较好。结论与LBL教学模式相比,线上线下混合式CBL教学模式可激发学生的学习兴趣和提高主观能动性,更能提高学生知识的掌握及应用能力,有利于提高临床毒理学的理论教学质量。更多还原

【Abstract】 Objective Explore the teaching effect of online and offline mixed teaching mode in CBL teaching.Methods 236 undergraduates enrolled in the five-year clinical medicine program of Clinical Toxicology in a university from March to June 2020 were randomly divided into the experimental group(152 students)and the control group(142 students)to conduct online and offline mixed CBL teaching and LBL teaching,respectively.The teaching effect was evaluated by theoretical knowledge test and curriculum satisfaction questionnaire.Results The theoretical knowledge test scores of the online and offline hybrid CBL teaching group were significantly higher than those of the LBL teaching group,and the difference was statistically significant(P<0.05).Students have a good evaluation of online and offline blended CBL teaching method in stimulating learning interest,exercising the ability of analyzing and thinking,improving the ability of innovation,deepening the understanding of knowledge,improving the initiative and enthusiasm of learning,cultivating the ability of communication and cooperation,and improving the ability of information and data management.Conclusion Compared with LBL teaching mode,online and offline mixed CBL teaching mode can stimulate students’ learning interest and improve their subjective initiative,and can better improve students’ knowledge mastery and application ability,which is conducive to improving the theoretical teaching quality of clinical toxicology.更多还原