Abstract
BackgroundIn this study, we applied the small private online course (SPOC) and team-based learning (TBL) blended teaching model to dermatology and venereology to ensure a higher quality learning experience for clinical medical students.MethodsA total of 52 fifth-grade clinical undergraduates from Xiangya School of Medicine of Central South University were randomly divided into an experimental (n = 26) and a control group (n = 26). In March 2018, we used the SPOC and TBL blended teaching model in the experimental group and explored the effects of innovative teaching in the dermatology and venereology course, compared with the control group receiving the conventional teaching method. We analyzed the two groups’ theoretical assessment scores and questionnaire results to evaluate the efficiency of the new pedagogy.ResultsStudents in the experimental group had a better understanding than the control group of the dermatology and venereology content and higher scores on the case analysis questions in the final theoretical examination. The results revealed that the majority of the experimental group students agreed that the novel teaching model blended with SPOC&TBL helped them significantly stimulate motivation and develop their ability in self-directed learning, independent thinking, literature retrieval, presentation board, teamwork, communication, and systematic clinical thinking. The teaching satisfaction survey of the two groups showed that the students’ satisfaction in the experimental group was significantly higher than in the control group (p < 0.05).ConclusionsThe SPOC&TBL teaching model is better than the traditional one in enriching students’ professional knowledge and cultivating their comprehensive ability. It can effectively promote educational quality, improve students’ learning effects, and enhance their satisfaction. This method has broad application prospects.
Highlights
In this study, we applied the small private online course (SPOC) and team-based learning (TBL) blended teaching model to dermatology and venereology to ensure a higher quality learning experience for clinical medical students
We carried out an innovative trial by introducing the hybrid SPOC and TBL teaching model into dermatology and venereology courses, hoping that the novel program can propel students’ interest in them, raise their learning efficiency, cultivate the ability to solve clinical cases, and help them combine theoretical knowledge with clinical practice
The SPOC&TBL group scored higher on the comprehensive analysis questions There was no significant difference in the average scores of concepts and multiple choices between the two groups (p > 0.05)
Summary
We applied the small private online course (SPOC) and team-based learning (TBL) blended teaching model to dermatology and venereology to ensure a higher quality learning experience for clinical medical students. They study more than 2,000 diseases with complex etiologies involving immune, genetic, infectious, environmental, and other factors, of which the main clinical manifestations are morphological changes Many students find it difficult to form a preliminary diagnosis by identifying skin lesions in clinical work, even after theoretical learning and clinical probation. We carried out an innovative trial by introducing the hybrid SPOC and TBL teaching model into dermatology and venereology courses, hoping that the novel program can propel students’ interest in them, raise their learning efficiency, cultivate the ability to solve clinical cases, and help them combine theoretical knowledge with clinical practice
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