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Application of blended learning in Clinical Biochemistry / 中华医学教育探索杂志
Chinese Journal of Medical Education Research ; (12): 850-852, 2022.
Article in Chinese | WPRIM | ID: wpr-955548
ABSTRACT

Objective:

To explore the role of blended learning in the undergraduate teaching of Clinical Biochemistry.

Methods:

The Batch 2017 medical laboratory technology undergraduates ( n=134) were selected as research objects, and the effect and opinions of blended learning were statistically analyzed by questionnaire survey and online-offline platform data. SPSS 23.0 was used to conduct rank sum test.

Results:

The application of blended learning in the Clinical Biochemistry teaching affected the learning effect in an all-round way. The average score increased from 70 (64, 76) to 79 (71, 85), with statistical difference ( Z=6.69, P<0.001).

Conclusion:

The combined application of blended learning, problem-based learning, flipped classroom and formative assessment is conducive to teaching students in accordance with their aptitude and cultivating students' clinical thinking ability.

Full text: Available Index: WPRIM (Western Pacific) Language: Chinese Journal: Chinese Journal of Medical Education Research Year: 2022 Type: Article

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Full text: Available Index: WPRIM (Western Pacific) Language: Chinese Journal: Chinese Journal of Medical Education Research Year: 2022 Type: Article