Inquiry-small class model with online-merge-offline learning approach in medical education in post-epidemic era: analyses based on SWOT-CLPV matrix model_West China Medical Journal

Authors：

WU Jiayang ^1,2 , LI Jingwei ¹ , ZHAO Zhehao ¹ ,  WANG Chengdi ¹ , LI Weimin ¹

1. West China Hospital / West China School of Medicine, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. West China School of Public Health, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding author：

WANG Chengdi, Email: chengdi_wang@scu.edu.cn

Keywords：

Post-epidemic era; Online-merge-offline mode; Inquiry-small class; Medical education; SWOT-CLPV model

DOI：

10.7507/1002-0179.202105078

Video：

Export PDF Favorites Scan Get Citation

Abstract Full text Figures/Tables Video References Cited by

Taking the actual situation of the undergraduate medical education in West China School of Medicine, Sichuan University as the real-world reference, combining with literature review, this article analyzes the internal strengths and weaknesses, as well as the external opportunities and threats of the novel teaching system in medical education which combines the online-merge-offline (OMO) approach with inquiry-small class model, and provides deep insights into the opportunities and challenges of the teaching system after matching the influential factors based on the SWOT-CLPV matrix model. Based on these analyses, this article discusses the application of the teaching system combining the OMO approach with inquiry-small class model in medical education in the post-epidemic era, so as to provide a reference and guidance for further popularizing the teaching model and enhancing the quality of medical education to a new level.

Citation： WU Jiayang, LI Jingwei, ZHAO Zhehao, WANG Chengdi, LI Weimin. Inquiry-small class model with online-merge-offline learning approach in medical education in post-epidemic era: analyses based on SWOT-CLPV matrix model. West China Medical Journal, 2021, 36(8): 1022-1027. doi: 10.7507/1002-0179.202105078 Copy

1.	唐普英, 朱学勇, 高原, 等. 探究式小班教学模式的浅析与实践. 实验科学与技术, 2017, 15(4): 68-71.
2.	唐普英, 何其锐, 李绍荣, 等. 信号与系统课程研讨式教学的实践. 实验科学与技术, 2015, 13(5): 218-221.
3.	魏鑫. 课程改革下翻转课堂在高校教学中的应用分析. 黑龙江科学, 2021, 12(15): 78-79.
4.	祝智庭, 胡姣. 技术赋能后疫情教育创变: 线上线下融合教学新样态. 开放教育研究, 2021, 27(1): 13-23.
5.	李宏敏. 我国高校实施小班化教学的问题及解决策略. 大学教育科学, 2009, 114(2): 32-36.
6.	王运武, 王宇茹, 李炎鑫, 等. 疫情防控期间提升在线教育质量的对策与建议. 中国医学教育技术, 2020, 34(2): 119-124, 128.
7.	张其亮, 王爱春. 基于“翻转课堂”的新型混合式教学模式研究. 现代教育技术, 2014, 24(4): 27-32.
8.	张磊. “线上线下”混合式教学改革在临床医学教学中的研究与实践. 医学食疗与健康, 2020, 18(10): 201-202.
9.	陈旭, 杨安钢, 王涛. “混合式”教学在医学免疫学教学中的应用探析. 细胞与分子免疫学杂志, 2020(8): 760-766.
10.	陈茂强. SWOT-CLPV 理论及应用. 浙江工商职业技术学院学报, 2005(4): 11-15.
11.	宋继承, 潘建伟. 企业战略决策中 SWOT 模型的不足与改进. 中南财经政法大学学报, 2010(1): 115-119.
12.	Wijesooriya NR, Mishra V, Brand P, et al. COVID-19 and telehealth, education, and research adaptations. Paediatr Respir Rev, 2020, 35: 38-42.
13.	Loda T, Löffler T, Erschens R, et al. Medical education in times of COVID-19: German students’ expectations. A cross-sectional study. PLoS One, 2020, 15(11): e0241660.
14.	Altillo B, Gray M, Avashia SB, et al. Global health on the front lines: an innovative medical student elective combining education and service during the COVID-19 pandemic. BMC Med Educ, 2021, 21(1): 186.
15.	Schwinn DA, Cooper CS, Robillard JE. Putting students at the center: moving beyond time-variable one-size-fits-all medical education to true individualization. Adv Med Educ Pract, 2019: 109-112.
16.	Bhai SA, Poustinchian B. The flipped classroom: a novel approach to physical examination skills for osteopathic medical students. J Osteopath Med, 2021, 121(5): 475-481.
17.	Jaggars SS, Xu D. How do online course design features influence student performance?. Comput Educ, 2016, 95: 270-284.
18.	Kirschner PA, Sweller J, Clark RE. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discover, problem-based, experiential, and inquiry-based teaching. Educ Psychol, 2006, 41: 75-86.
19.	Eckert GU, da Rosa ACM, Busnello RG, et al. Learning from panel boards: T-lymphocyte and B-lymphocyte self-tolerance game. Med Teach, 2004, 26: 521-524.
20.	Gewin V. Five tips for moving teaching online as COVID-19 takes hold. Nature, 2020, 580(782): 295-296.
21.	于洋. 延迟加载对网络广告效果的影响. 杭州: 浙江大学, 2013.
22.	曾羿, 江媛, 陈惠铃, 等. “探究式-小班化”教学模式在骨骼运动系统疾病本科教学中的教学效果调查. 四川生理科学杂志, 2020, 42(2): 214-218.
23.	庄榕霞, 杨俊锋, 黄荣怀. 5G 时代教育面临的新机遇新挑战. 中国电化教育, 2020(12): 1-8.
24.	Emanuel EJ. The inevitable reimagining of medical education. JAMA, 2020, 323(12): 1127-1128.
25.	Fairén M, Moyés J, Insa E. VR4health: personalized teaching and learning anatomy using VR. J Med Syst, 2020, 44(5): 94.
26.	Chen FQ, Leng YF, Ge JF, et al. Effectiveness of virtual reality in nursing education: meta-analysis. J Med Internet Res, 2020, 22(9): e18290.
27.	Zitzmann NU, Matthisson L, Ohla H, et al. Digital undergraduate education in dentistry: a systematic review. Int J Environ Res Public Health, 2020, 17(9): 3269.
28.	中华人民共和国教育部. 教育部卫生部关于实施卓越医生教育培养计划的意见. (2012-05-07)[2021-05-01]. http://www.moe.gov.cn/srcsite/A08/moe_740/s7952/201205/t20120507_166950.html.
29.	中华人民共和国教育部. 教育部关于一流本科课程建设的实施意见. (2019-10-30)[2021-05-01]. http://www.moe.gov.cn/srcsite/A08/s7056/201910/t20191031_406269.html.
30.	中华人民共和国国家发展和改革委员会. 关于支持新业态新模式健康发展激活消费市场带动扩大就业的意见.(2020-07-15)[2021-05-01]. https://www.ndrc.gov.cn/xxgk/zcfb/tz/202007/t20200715_1233793.html?code=&state=123.html.
31.	Demaria M, Barry A, Murphy K. Using inquiry-based learning to enhance immunology laboratory skills. Front Immunol, 2019, 10: 2510.

1. 唐普英, 朱学勇, 高原, 等. 探究式小班教学模式的浅析与实践. 实验科学与技术, 2017, 15(4): 68-71.
2. 唐普英, 何其锐, 李绍荣, 等. 信号与系统课程研讨式教学的实践. 实验科学与技术, 2015, 13(5): 218-221.
3. 魏鑫. 课程改革下翻转课堂在高校教学中的应用分析. 黑龙江科学, 2021, 12(15): 78-79.
4. 祝智庭, 胡姣. 技术赋能后疫情教育创变: 线上线下融合教学新样态. 开放教育研究, 2021, 27(1): 13-23.
5. 李宏敏. 我国高校实施小班化教学的问题及解决策略. 大学教育科学, 2009, 114(2): 32-36.
6. 王运武, 王宇茹, 李炎鑫, 等. 疫情防控期间提升在线教育质量的对策与建议. 中国医学教育技术, 2020, 34(2): 119-124, 128.
7. 张其亮, 王爱春. 基于“翻转课堂”的新型混合式教学模式研究. 现代教育技术, 2014, 24(4): 27-32.
8. 张磊. “线上线下”混合式教学改革在临床医学教学中的研究与实践. 医学食疗与健康, 2020, 18(10): 201-202.
9. 陈旭, 杨安钢, 王涛. “混合式”教学在医学免疫学教学中的应用探析. 细胞与分子免疫学杂志, 2020(8): 760-766.
10. 陈茂强. SWOT-CLPV 理论及应用. 浙江工商职业技术学院学报, 2005(4): 11-15.
11. 宋继承, 潘建伟. 企业战略决策中 SWOT 模型的不足与改进. 中南财经政法大学学报, 2010(1): 115-119.
12. Wijesooriya NR, Mishra V, Brand P, et al. COVID-19 and telehealth, education, and research adaptations. Paediatr Respir Rev, 2020, 35: 38-42.
13. Loda T, Löffler T, Erschens R, et al. Medical education in times of COVID-19: German students’ expectations. A cross-sectional study. PLoS One, 2020, 15(11): e0241660.
14. Altillo B, Gray M, Avashia SB, et al. Global health on the front lines: an innovative medical student elective combining education and service during the COVID-19 pandemic. BMC Med Educ, 2021, 21(1): 186.
15. Schwinn DA, Cooper CS, Robillard JE. Putting students at the center: moving beyond time-variable one-size-fits-all medical education to true individualization. Adv Med Educ Pract, 2019: 109-112.
16. Bhai SA, Poustinchian B. The flipped classroom: a novel approach to physical examination skills for osteopathic medical students. J Osteopath Med, 2021, 121(5): 475-481.
17. Jaggars SS, Xu D. How do online course design features influence student performance?. Comput Educ, 2016, 95: 270-284.
18. Kirschner PA, Sweller J, Clark RE. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discover, problem-based, experiential, and inquiry-based teaching. Educ Psychol, 2006, 41: 75-86.
19. Eckert GU, da Rosa ACM, Busnello RG, et al. Learning from panel boards: T-lymphocyte and B-lymphocyte self-tolerance game. Med Teach, 2004, 26: 521-524.
20. Gewin V. Five tips for moving teaching online as COVID-19 takes hold. Nature, 2020, 580(782): 295-296.
21. 于洋. 延迟加载对网络广告效果的影响. 杭州: 浙江大学, 2013.
22. 曾羿, 江媛, 陈惠铃, 等. “探究式-小班化”教学模式在骨骼运动系统疾病本科教学中的教学效果调查. 四川生理科学杂志, 2020, 42(2): 214-218.
23. 庄榕霞, 杨俊锋, 黄荣怀. 5G 时代教育面临的新机遇新挑战. 中国电化教育, 2020(12): 1-8.
24. Emanuel EJ. The inevitable reimagining of medical education. JAMA, 2020, 323(12): 1127-1128.
25. Fairén M, Moyés J, Insa E. VR4health: personalized teaching and learning anatomy using VR. J Med Syst, 2020, 44(5): 94.
26. Chen FQ, Leng YF, Ge JF, et al. Effectiveness of virtual reality in nursing education: meta-analysis. J Med Internet Res, 2020, 22(9): e18290.
27. Zitzmann NU, Matthisson L, Ohla H, et al. Digital undergraduate education in dentistry: a systematic review. Int J Environ Res Public Health, 2020, 17(9): 3269.
28. 中华人民共和国教育部. 教育部卫生部关于实施卓越医生教育培养计划的意见. (2012-05-07)[2021-05-01]. http://www.moe.gov.cn/srcsite/A08/moe_740/s7952/201205/t20120507_166950.html.
29. 中华人民共和国教育部. 教育部关于一流本科课程建设的实施意见. (2019-10-30)[2021-05-01]. http://www.moe.gov.cn/srcsite/A08/s7056/201910/t20191031_406269.html.
30. 中华人民共和国国家发展和改革委员会. 关于支持新业态新模式健康发展激活消费市场带动扩大就业的意见.(2020-07-15)[2021-05-01]. https://www.ndrc.gov.cn/xxgk/zcfb/tz/202007/t20200715_1233793.html?code=&state=123.html.
31. Demaria M, Barry A, Murphy K. Using inquiry-based learning to enhance immunology laboratory skills. Front Immunol, 2019, 10: 2510.

West China Medical Journal

Inquiry-small class model with online-merge-offline learning approach in medical education in post-epidemic era: analyses based on SWOT-CLPV matrix model

Abstract Full text Figures/Tables Video References Cited by

Previous Article

Next Article

Format

Content