Comparative study on the online and offline blended teaching mode in the elective course of clinical nutrition_West China Medical Journal

Authors：

ZHANG Wenqian , CHEN Yingyi , CHENG Yi , HU Wen ,  LIU Yuan

Department of Clinical Nutrition, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding author：

LIU Yuan, Email: liu63415@163.com

Keywords：

Mixed model of teaching; elective course; clinical nutrition; curriculum reform

DOI：

10.7507/1002-0179.202110177

Video：

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Objective To compare the effectiveness of three teaching modes, namely traditional teaching, online teaching, and online and offline blended teaching, in the teaching of the clinical nutrition elective course, and to evaluate the advantages of the online and offline blended teaching mode. Methods A total of 316 students taking the clinical nutrition elective course at Sichuan University in one of the three semesters, Fall 2019-2020, Spring 2019-2020, and Fall 2020-2021, were enrolled as the study population. In the offline group, 69 students used the traditional teaching mode; in the online group, 133 students used the online teaching mode through Chaoxing Xuexitong application; in the online and offline blended teaching group, 144 students used the traditional teaching mode combined with the online teaching. The final exam results and questionnaire satisfaction of the three groups were analyzed and compared. The exam results were presented as median (lower quartile, upper quartile). Results The exam results of the online group [males: 88.0 (85.0, 93.0); females: 91.0 (86.0, 94.0)] and the online and offline blended group [males: 90.0 (83.0, 94.0); females: 91.0 (87.5, 95.0)] were significantly higher than those of the offline group [males: 83.0 (77.0, 89.0); females: 77.5 (67.0, 87.0)] (P<0.001). Compared to the offline teaching mode and online teaching mode, the female students’ satisfaction with the online and offline teaching mode was better (P<0.01). Conclusion The online and offline blended teaching mode can significantly improve students’ performance and learning motivation, and provide a basis for promoting the reform of the clinical nutrition elective course.

Citation： ZHANG Wenqian, CHEN Yingyi, CHENG Yi, HU Wen, LIU Yuan. Comparative study on the online and offline blended teaching mode in the elective course of clinical nutrition. West China Medical Journal, 2022, 37(9): 1371-1376. doi: 10.7507/1002-0179.202110177 Copy

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21.	方俊涛, 宋靓靓, 宋正刚. 混合式教学满意度研究—以重大公共突发事件发生期间天津市大学生为例. 产业与科技论坛, 2021, 20(22): 97-99.
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1. 中华人民共和国教育部. 教育部关于印发《教育信息化2.0行动计划》的通知. (2018-04-18)[2022-05-25]. http://www.moe.gov.cn/srcsite/A16/s3342/201804/t20180425_334188.html.
2. Mueller C, Compher C, Ellen DM, et al. A. S. P. E. N. clinical guidelines: nutrition screening, assessment, and intervention in adults. JPEN J Parenter Enteral Nutr, 2011, 35(1): 16-24.
3. Weimann A, Braga M, Carli F, et al. ESPEN practical guideline: clinical nutrition in surgery. Clin Nutr, 2021, 40(7): 4745-4761.
4. 柳园, 胡雯, 饶志勇, 等. 医学营养本科教育的发展历程与展望. 华西医学, 2013, 28(1): 150-152.
5. 钱文文, 辛宝, 任晓梅. 浅谈医学院校开设《临床营养学》课程的必要性. 科技视界, 2021(2): 96-97.
6. 贾青, 夏恩琴, 邹堂斌. 临床营养学双语课程试卷分析. 教育教学论坛, 2020(29): 313-314.
7. 江育萍. 护理《营养学》教学的重要性. 广西医学, 2007, 29(7): 1125-1126.
8. 苏刚, 李炯, 吴骅, 等. 医学遗传学线上线下混合教学模式改革. 生物工程学报, 2021, 37(8): 2967-2675.
9. 焦广宇, 李增宁, 陈伟. 临床营养学. 北京: 人民卫生出版社, 2017.
10. 胡雯, 于康, 周春凌. 医疗膳食学. 北京: 人民卫生出版社, 2017.
11. Chung M, Van Buul VJ, Wilms E, et al. Nutrition education in European medical schools: results of an international survey. Eur J Clin Nutr, 2014, 68(7): 844-846.
12. Kohlmeier M. Counterbalancing the uncertainties of medical nutrition education with effective online instruction. Nestle Nutr Inst Workshop Ser, 2019, 92: 133-142.
13. Hark LA, Deen D. Position of the academy of nutrition and dietetics: interprofessional education in nutrition as an essential component of medical education. J Acad Nutr Diet, 2017, 117(7): 1104-1113.
14. Adams KM, Kohlmeier M, Zeisel SH. Nutrition education in US medical schools: latest update of a National survey. Acad Med, 2010, 85(9): 1537-1542.
15. Kiraly LN, McClave S, Neel D, et al. Physician nutrition education. Nutr Clin Pract, 2014, 29(3): 332-337.
16. 刘华青, 吴学森, 王春华, 等. 加强临床医学专业《临床营养学》教育的探索与实践. 现代医药卫生, 2013, 29(17): 2602-2603, 2605.
17. 齐梅兰. 在专业选修课教学中培养学生创新能力. 中国高等教育, 2004, 25(11): 43-44.
18. 郭淼, 刘一志, 王淑敏, 等. 基于新冠肺炎疫情背景下学生对翻转课堂+慕课线上教学方法满意度分析. 中国高等医学教育, 2022(3): 123-124.
19. 王冀, 王良兵, 王安琪, 等. 移动学习在医学教育中的应用. 教育教学论坛, 2019(10): 163-164.
20. 王江典, 沈翀, 杨蕾, 等. 线上和线下本科教学质量的比较分析—基于清华大学教学评估数据. 中国电化教育, 2022(3): 90-95, 102.
21. 方俊涛, 宋靓靓, 宋正刚. 混合式教学满意度研究—以重大公共突发事件发生期间天津市大学生为例. 产业与科技论坛, 2021, 20(22): 97-99.
22. 雷浩. “后新冠疫情时代”医学生线上线下混合教学满意度调查—以浙江大学医学院为例. 中国高等医学教育, 2022(3): 41-42.

West China Medical Journal

Comparative study on the online and offline blended teaching mode in the elective course of clinical nutrition

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