【摘要】 目的：探索“虚实”“线上线下”双结合教学模式在《内科学》心血管系统疾病教学中的应用效果。方法：选取安徽医科大学第一附属医院心血管内科学习的人员，包括实习生、规培生、研究生及进修生，共60名作为研究对象。随机数字表法分成研究组和对照组，每组30人。研究组采用“虚实”“线上线下”双结合教学模式，对照组采用“线上线下”结合的教学模式。对比2组学员的理论考核成绩、各模块测试成绩以及学习兴趣及课程满意程度情况。结果：理论考核成绩研究组优于对照组（P<0.05）,2组预习、实践操作及临床案例讨论成绩比较，研究组虽均有提高，但2组差异无统计学意义（P≥0.0125）；预习成绩与理论考核成绩呈正相关（r=0.475,P<0.001）、与实践操作成绩不相关（r=0.090,P=0.495）。临床案例讨论成绩与预习成绩、实践操作成绩均呈正相关（r=0.268,P=0.038;r=0.329,P=0.010）。理论考核成绩与实践操作成绩、临床案例讨论成绩均呈正相关（r=0.327,P=0.011;r=0.263,P=0.042）。研究组学习心血管疾病的兴趣及对课程满意度得分均高于对照组，差异均有统计学意义（P<0.05）。结论：采用“虚实”“线上线下”双结合教学模式有助于提高学员学习心血管系统疾病的兴趣及学习的主观能动性，能提高教学效果及教学质量，可以为学员的临床思维能力培养奠定基础。更多还原

【Abstract】 Objective: To explore the application effect of the method of combining "virtual and real" and "online and offline" in the teaching of cardiovascular system diseases of the subject of《Internal Medicine》. Methods: Sixty individuals studying in the Department of Cardiology at The First Affiliated Hospital of Anhui Medical University, including interns,resident physicians, graduate students, and trainees, were selected as the research subjects. The random number table method was utilised to allocate the participants into two groups: a research group and a control group, with 30 participants in each group. The research group adopted the dual-combination teaching model of "virtual and real" and "online and offline". The control group adopts a teaching mode that combines online and offline teaching. The theoretical assessment scores, test scores of each module, as well as the learning interest and course satisfaction of the two groups were compared. Results: The theoretical assessment scores in the research group was better than that in the control group(P<0. 05), and although the scores of previewing, practical operation and clinical case discussion in the research group were higher than before, the difference was not statistically significant(P≥0. 012 5). The preview score was positively correlated with the theoretical assessment score(r=0. 475, P<0. 001), but not correlated with the practical operation score(r=0. 090, P=0. 495). The scores of clinical case discussion were positively correlated with the scores of preview(r=0. 268, P=0. 038) and practical operation(r=0. 329, P=0. 010). The theoretical assessment scores were positively correlated with the practical operation scores(r=0. 327, P=0. 011) and the clinical case discussion scores(r=0. 263, P=0. 042). The score of interest in learning about cardiovascular diseases and the score of satisfaction with the course in the research group were higher than those in the control group, with statistical significance(P<0. 05). Conclusion: The combination of "virtual and real" and "online and offline" methods can help improve students’ interest in learning cardiovascular diseases and their subjective initiative, enhance the teaching effect and quality of teaching, and lay a good foundation for the cultivation of students’ clinical thinking.更多还原