Abstract
In order to cultivate the ability of independent learning and lifelong learning of medical students, improve the ability of students to analyze and solve problems, improve the competence of medical talents and cultivate high‐level and innovative talents, we have constructed the blended teaching model of “Clinical Case Investigation—Online Open Course Learning—Classroom PBL Seminar—After‐Class Health Education”. At the same time, an ability‐oriented performance evaluation system improved the teaching quality feedback system has also established. This article introduces the construction and application of the blended teaching model, as well as the problems it faces, provides a theoretical basis for the optimization and improvement of this model. It also provides a model theory and practical basis for creating a blended online and offline “golden course” for the professional courses of medical laboratory technology.
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