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Objective:To investigate the application effect of the teaching model of massive open online course (MOOC)+small private online course (SPOC) in the undergraduate clinical teaching of Fundamentals of Surgery.Methods:A total of 30 undergraduate medical trainees in the five-year program were randomly divided into experimental group and control group, with 15 trainees in each group. With the chapter of basic surgical procedures as an example, the trainees in the control group received traditional teaching, and those in the experimental group received MOOC+SPOC teaching. Theoretical assessment and surgery simulation were performed at one week after the course to evaluate the teaching effect. SPSS 17.0 was used for the t-test and the chi-square test. Results:The experimental group had a theoretical assessment score of (92.5±6.4) points and a basic skill operation score of (91.7±2.2) points, while the control group had a theoretical assessment score of (85.3±7.3) points and a basic skill operation score of (83.6±6.4) points. The experimental group had an excellent rate of 60% (9/15) in theoretical assessment and 66.7% (10/15) in basic skill operation test, while the control group had an excellent rate of 40% (6/15) in theoretical assessment and 33.3% (5/15) in basic skill operation test. The experimental group had significantly higher scores and grades than the control group ( P<0.05). Conclusion:MOOC+SPOC teaching can significantly enhance the understanding of theoretical knowledge and the mastery of operational skills among trainees and improve teaching effect, and therefore, it has a good application prospect.
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Objective:To explore the teaching evaluation of online open course of hematology based on small private online course (SPOC) platform by means of quantitative method.Methods:The fourth-year undergraduates of clinical medicine major were selected to receive online course learning of hematology, including video viewing, rich text browsing, in-class quizzes, and seminars. The teaching contents covered the basis of hematological diseases, anemic diseases, hematological tumors, bleeding and coagulation disorders. Teaching evaluation was conducted through teaching behavior assessment, unit test, course examination and SPOC scoring. Linear regression analysis was used to analyze the correlation between the duration of the teaching video and student learning behavior. The correlation between video learning quantity and viewing time and course test scores and SPOC scores was analyzed. Kruskal-Wallis test was used to compare the differences in curriculum learning behavior (participation rate). T-test was used to compare the differences between the two results of two unit tests and to calculate the alternative-form reliability. Chi-square test was used to compare the differences in scores of different sub-specialty questions in hematology, and the differences of participation rate of different examination points of hematological tumors. Results:The teaching video viewing rate was significantly higher than the participation rate of rich text browsing and in-class quizzes ( P < 0.001; P < 0.001). There was no obvious correlation between video duration and video viewing, rich text browsing, in-class quizzes ( R = 0.168, F = 0.81, P = 0.376; R = 0.057, F = 0.07, P=0.802; R=0.124, F=0.37, P=0.546). There was a significant positive correlation between the participation rate of video viewing and rich text browsing and in-class quizzes ( R =0.890, F=76.41, P<0.001; R=0.934, F=163.67, P < 0.001). The participation rate of anemic disease unit test was significantly higher than that of hematological tumors ( χ2 = 49.08, P<0.001), bleeding and coagulation disorders ( χ2= 25.97, P< 0.001), and the second results were significantly improved ( t=-2.09, P=0.040), and the alternative-form reliability was 0.750. There was no significant difference in the participation rate of different sub-specialty courses ( χ2=5.20, P=0.074); the number of video watching was significantly positively correlated with SPOC scores ( R=0.523, F=196.22, P<0.001); the participation rate of molecular genetics and molecular biology tests of blood tumor was significantly lower than that of general clinical information questions ( P < 0.05). Conclusion:Teaching videos are the foundation of online courses. Increasing the number of video viewing and improving video viewing rate can effectively mobilize the enthusiasm of extensive learning, such as rich text browsing and in-class quizzes, and improve learning participation. It is conducive to the improvement of students' academic performance. Simple behavior factors such as video viewing time are not recommended as performance evaluation indicators. Unit test takes two times to get the highest score, which is conducive to improving professional learning level through learning behavior, without affecting the reliability of the performance evaluation. The online open course based on the SPOC platform is conducive to the balanced development of the course teaching of Hematology.
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Objective:To explore the application of mixed teaching mode based on small private online course (SPOC) and interactive tool in course of obstetric and gynecological nursing bilingual education.Methods:Nursing undergraduates from Batch 2018 of Chongqing Medical University were recruited in the study, with 336 students in the intervention group and 332 students in the control group. Mixed teaching method based on the SPOC and interactive tool was used for teaching in the intervention group, and traditional teaching methods were used in the control group. At the end of the course, formative evaluation indicators, such as students' academic performance, online study and students' classroom performance were compared between the two groups. SPSS 26.0 was used to perform t test and chi-square test of the data. Results:The final scores of the intervention group were (67.84±8.65) points, compared with the control group [(66.50±7.29) points]; the bilingual section scores of the intervention group were (5.32±1.90) points, compared with the control group [(4.95±1.92) points], with statistically significant differences between the two groups ( P<0.05). The online study and students' classroom performances of the intervention group were better than those of the control group ( P<0.05). Most students of the intervention group believed the mixed teaching method based on the SPOC and interactive tool could develop the ability of autonomous learning, improve the professional achievement and enhance the level of English. Conclusion:The mixed teaching method based on the SPOC and interactive tool can develop the students' ability of autonomous learning and enhance the teaching effect.
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Objective:To explore the application of engage-study-activate (ESA) flipped classroom combined with small private online course (SPOC) teaching in the practice teaching of rehabilitation medicine.Methods:A total of 87 students who practiced in the department of rehabilitation medicine from January 2018 to October 2020 were divided into control group ( n=43) and observation group ( n=44). The control group used routine teaching, and the observation group used ESA flipped classroom combined with SPOC teaching. The individual assessment results and team assessment results of the two groups of interns were compared, and the evaluation of teaching effect and the recognition of interns were analyzed. SPSS 22 0 was performed for chi-square test and t test. Results:The scores of medical history collection, specialized physical examination, treatment methods, individual assessment, humanistic communication, participation and team assessment in the observation group were better than those in the control group ( P<0.05). There was no significant difference in auxiliary examination score, diagnosis score and teamwork score between the two groups ( P>0.05). The scores of learning efficiency, classroom interaction ability, autonomous learning ability, combination of theory and practice, mastery of basic knowledge, clinical innovative thinking ability and teamwork ability in the observation group were higher than those in the control group ( P<0.05). The recognition of teaching in the observation group was 97.73% (43/44), which was higher than 81.40% (35/43) in the control group. Conclusion:ESA flipped classroom combined with SPOC teaching can improve the individual assessment results and group assessment results of interns, improve the educational environment, and its teaching effect is better than conventional teaching methods, which can improve the recognition of interns, so it has important application value in medical teaching.
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Taking "count down your weight—start from 'diet'" as an example, this article discusses the design and practice of SPOC (small private online course) mixed teaching based on MOOC (massive open online course) in general medical courses. By designing teaching methods and teaching content, and using formative evaluation methods, the SPOC mixed teaching was implemented for 201 students from Sichuan University in the spring of 2020. According to the teaching evaluation and preliminary teaching effect, students generally believed that teaching resources were relatively abundant and the communication effects were generally recognized, as well as, it could significantly improve students' interest in and effect of general medical courses.
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Facing the challenge of the COVID-19 epidemic to the classroom teaching, the physiology teaching team of Qiqihar Medical University constructed a blended teaching model based on "small private online course (SPOC)+ live real audio" to carry out online teaching. Through the joint efforts of all team members, the online teaching has been carried out in a stable order for 4 weeks, thus ensuring the teaching effect of physiology. Taking the physiology teaching of 236 nursing undergraduates in Batch 2019 as an example, this paper introduces the teaching design, implementation measures, teaching effect and teaching reflection of carrying out online teaching under the epidemic situation, and provides practical experience for further promoting online teaching in medical colleges and universities during epidemic prevention and control.
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Small private online course (SPOC), an emerging network-based, student-centered blended teaching model, combines the advantages of online teaching and flipped classroom, aiming to effectively improve students’ autonomous learning ability and learning efficiency. Considering a remarkable decline in the course of Human Parasitology, we built an SPOC-based blended teaching model for Human Parasitology, covering pre-course learning, intra-course leaning, post-course consolidation and evaluation, and such a model was applied among grade 2019 students with specialty of clinical medicine. Following the application of the SPOC-based blended teaching model, most students had improvements in autonomous learning ability and activity, and understanding of human parasitology knowledge, and the examination score disparity was avoided.
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This study selected the military English listening course that combined the production-oriented approach (POA) with small-scale online course, that is, it was guided by POA, combined advantages of online and offline hybrid learning, and completed with three stages of driving, promoting and evaluating. After a semester of experiment, the authors found that the curriculum research effectively integrated the language and subject content of military English. A multi-dimensional and multi-layered learning network was formed among students and their critical thinking ability was enhanced through cooperative learning. After studying students' reflection reports and teachers' reflection on action research, the researchers found the students' gains and problems in the course and gave advice on the practical application of the theory.
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Objective Based on small private online course (SPOC), the flipped classroom that integrates various teaching models can combine the advantages of different methods, which needs to be further discussed and practiced in the university classroom, especially in medical education. Methods This study took two classes of grade three majoring in clinical medicine as targets to apply the team-based learning and flipped classroom based on SPOC in the course of diseases screening for preventive medicine. We prepared teaching video, proposed questions, assigned student discussions, and carried out online communications before the classes. During the classes, we organized small tests, and applied team-based reports, discussions and teachers' evaluation. The responses of students were collected by questionnaires after the classes. We evaluated the teaching effectiveness basing on questionnaire results. Chi-square test and Fisher exact test were performed in the analysis of impact factors on students' preferred learning mode. Results We received 81 effective questionnaires. A total of 75.31％ students (61/81) thought the blended learning mode was interesting. Majority (93.83％, 76/81) of them believed this type of learning was helpful to understand the concept. Comparing with traditional classroom, students who felt interesting were more likely to choose the blended learning mode, and the difference was of statistical significance ( χ2=6.01, P=0.028). Students who felt helpful and spent less time in preparation preferred the blended learning mode. Conclusion Blended learning mode avoids many disadvantages of traditional classroom and can improve learners' interest, motivation and sense of participation, providing an effective way to improve the quality of medical education.
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This study selected the military English listening course that combined the production-oriented approach (POA) with small-scale online course, that is, it was guided by POA, combined advantages of online and offline hybrid learning, and completed with three stages of driving, promoting and evaluating. After a semester of experiment, the authors found that the curriculum research effectively integrated the language and subject content of military English. A multi-dimensional and multi-layered learning network was formed among students and their critical thinking ability was enhanced through cooperative learning. After studying students' reflection reports and teachers' reflection on action research, the researchers found the students' gains and problems in the course and gave advice on the practical application of the theory.
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Objective To explore the application of flipped class model based on SPOC in the course of internal medical nursing. Methods Randomly selected from Shanxi University of Medical grade 2014, 206 undergraduate students as the research object. The control group (104) and experimental group (102) .The experimental group used flipped class model based on Small Private Online Course (SPOC) teaching method;the control group used the traditional teaching mode. After the end of the course, compared two groups nursing students′self-regulated learning ability and critical thinking ability whether there are differences by autonomous learning ability scale and Chinese version of critical thinking disposition inventory (CTDI-CV). Results The experimental group students′theory assessment results, critical thinking ability and self-regulated learning ability were (75.68 ± 9.32), (303.04 ± 16.54), (112.39 ± 11.10) higher than the control group (69.43 ± 11.41), (288.23 ± 15.84), (102.58 ± 9.31), the difference was statistically significant (t = 2.837,3.451,3.512, P<0.05). Conclusions The flipped class model based on SPOC teaching method was better than traditional teaching mode, it improved the students' theory assessment results and self-regulated learning ability and critical thinking ability.
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Objective To explore the application and effect of SPOC platform in medical immunol-ogy teaching. Methods The teaching reform class of Grade 2015 (41students) of Changzhi Medical College was taken as the experimental group, while the parallel class of imaging (37 students), preventive specialty (40 students), Class Nine of clinical medicine (37 students) and oral specialty (39 students) were randomly selected as the control group. "SPOC learning platform + traditional teaching" method was used for teach-ing and learning in the course of the test group. The traditional teaching method was utilized in the control one. For this type of teaching activity, a questionnaire survey was carried out among the students in the reform class, and the final exam score was used as the measure standard. The data were analyzed by SPSS 17.0 software. Results The results demonstrated that the students preferred to learn on the SPOC platform for mobile phones, and the number was significantly higher than that of learning through the computers. Students in the reform class basically liked this type of learning, and their final exam scores were more significant difference than the other classes in the same grade (t'=15.21, P=0.000). The classes in the experimental group and the control group were taken as the research objects, and the rank-sum test was performed, which was statistically significant ( χ2=81.65, P=0.000). Then, the two groups were compared in different classes: the statistical difference between the teaching reform class and image 1502 (t'=11.52, P=0.000), prevention 1502 (t'=7.38, P=0.000), clinical medicine 1509 (t'=8.93, P=0.000), oral 1501 class (t'=8.93, P=0.000) were found. The questionnaire survey demonstrated that 90.24% (37 students) of the reform class liked this form of learning and at the same time, it was suggested that the learning content on the platform should be further linked to the clinical practice and combined with scientific research to expand the students' thinking. Conclusion The SPOC learning platform has turned over the teaching of medical immunology and improved students' motivation and interests in learning.
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We integrate web-based learning with team based learning,which is called WTBL method (Web-based and team-based Learning). WTBL method is constructed and applied to the teaching practice of core curriculum group courses of clinical medicine. We build some small private online courses. The students can preview online and do the case discussions by teamwork in class. The application of WTBL teaching method has realized the flipping of classroom, and helps to enhance students' self-learning ability and teamwork ability.
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Objective To explore integrated teaching based on small private online course (SPOC) in lymphoma clinical courses for medical undergraduates.Methods A total of 60 medical undergraduates in the department of hematology were randomly allocated to SPOC teaching group (n=30) and problem-based learning (PBL) teaching group (n=30) according to scores of the basic medical theoretical examination for lymphoma clinical courses education.After teaching activities,personal experiences were evaluated by anonymous questionnaires from medical undergraduates and instructors.Besides teaching efficacies assessed by objectively measurable score system including academic examination scores,clinical skill and capabilities in analyzing clinical problems of students,were systematically analyzed and compared between two groups by SPSS 19.0.Results The survey results showed that compared with PBL teaching group,SPOC teaching group had higher teaching feedback evaluation and better teaching experience,and SPOC were widely recognized by teachers and students.The SPOC teaching group's scores of the three items in the exam were better than those of the PBL teaching group,with the academic achievement [(84.03 ± 7.66) vs.(77.60 ± 8.22),P=0.005],the performance of practical skills [(87.83 ± 8.17) vs.(81.97 ± 6.13),P=0.001],and case analysis results [(88.17 ± 6.53) vs.(80.10 ± 6.91),P=0.000],and the difference was statistically significant.Conclusion Integrated teaching based on SPOC is feasible for lymphoma clinical courses,which can trigger interest of students,enhance learning abilities and their clinical capabilities.Moreover,this novel medical education approach may provide new ideas and theoretical basis in training qualified and talent doctors.
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Objective To explore the application effects of blending learning mode which is based on SPOC in preventive medicine teaching. Methods 92 students of Grade 2013 majoring in medical imag-ing were divided into two classes. 47 students in the first class adopted LBL teaching method. Another class was experimental group, teaching the remaining 45 students by blending learning mode based on SPOC method. Analyses and assessments were done by course examinations and questionnaires. Results The experimental groups were better than the control groups not only in the average score of synthetic scores (t=5.068, P=0.000) but also in the 80-89 and 90-100 number distribution (Z=3.713, P=0.000). The question-naires showed that 72.6％students of the experimental group accepted blending learning mode which was based on SPOC. Conclusion Ability of explorative thinking, independent learning and effect of teaching can be achieved by blending learning model which is based on SPOC.
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According to the phenomenon that the curriculum of psychological health education for college students is theoretical,lack of experience and the teaching form is single,this research attempts to private a blended teaching which is based on the small private online course (SPOC) and experiential teaching.The content of mental health is divided into theoretical knowledge and experience knowledge.And the theoretical knowledge is taught through online teaching in the form of massive open online courses (MOOC),while the experiential knowledge is taught by pure experiential teaching in the classroom.The study has summed up 3 stages of learning mode:learning before class,teaching experience and reflection after class.This changes the single classroom theory teaching to students experience learning.Besides,formative evaluation is used as assessment methods,which has enhanced the effectiveness of the course and at the same time,it has also promoted the improvement of teachers' teaching level effectively.