Effect evaluation of intelligent classroom application in blended teaching of rheumatic diseases

doi:10.16138/j.1673-6087.2024.06.09

Abstract

Abstract:

Objective To explore the application effect of intelligent classroom in blended teaching of rheumatic diseases in Army Medical University. Methods The research subjects were clinical students at our school in 2021 and 2022, in which the traditional teaching method of rheumatic diseases were applied to the students in 2021, and the blended teaching method was used for students in 2022. The effects of two teaching methods were retrospectively analyzed by comparing their final grades. At the same time, a questionnaire was used to evaluate 2022 students’ acceptance of the blended teaching method. Results The questionnaire shows that more than 80% of students are willing to accept intelligent classroom teaching, and the blended teaching based on intelligent classroom can significantly improve students’ final grades. Conclusions Blended teaching based on intelligent classroom can significantly improve the teaching quality of rheumatic diseases, help students understand rheumatic diseases better, improve students’ autonomous learning and lifelong learning ability.

Key words: Intelligent classroom, Blended teaching, Traditional teaching, Teaching efficiency

CLC Number:

R593.2

CHEN Yan, XIAO Fei, DAI Huanzi. Effect evaluation of intelligent classroom application in blended teaching of rheumatic diseases[J]. Journal of Internal Medicine Concepts & Practice, 2024, 19(06): 405-408.

Figures/Tables 3

Table 1

Table 2

Figure 1

References 17

[1]	Wu C, Chen L, Han M, et al. Application of ChatGPT-based blended medical teaching in clinical education of hepatobiliary surgery[J]. Med Teach.[Epub ahead of print].
[2]	Zhang A, Feng X. The concept analysis of smart teaching[J]. Nurse Educ Today, 2022, 112:105329.
[3]	O’Doherty D, Dromey M, Lougheed J, et al. Barriers and solutions to online learning in medical education - an integrative review[J]. BMC Med Educ, 2018, 18(1):130. doi: 10.1186/s12909-018-1240-0 pmid: 29880045
[4]	Voutilainen A, Saaranen T, Sormunen M. Conventional vs. e-learning in nursing education: a systematic review and meta-analysis[J]. Nurse Educ Today, 2017, 50:97-103.
[5]	Almpanis T, Joseph-Richard P. Lecturing from home: exploring academics’ experiences of remote teaching during a pandemic[J]. Int J Educ Res Open, 2022, 3:100133.
[6]	Vallée A, Blacher J, Cariou A, et al. Blended learning compared to traditional learning in medical education: systematic review and meta-analysis[J]. J Med Internet Res, 2020, 22(8):e16504.
[7]	Chan T, Sebok-Syer S, Thoma B, et al. Learning analytics in medical education assessment: the past, the present, and the future[J]. AEM Educ Train, 2018, 2(2):178-187. doi: 10.1002/aet2.10087 pmid: 30051086
[8]	Coyne E, Rands H, Frommolt V, et al. Investigation of blended learning video resources to teach health students clinical skills: an integrative review[J]. Nurse Educ Today, 2018, 63:101-107.
[9]	Lozano-Lozano M, Fernández-Lao C, Cantarero-Villanueva I, et al. A blended learning system to improve motivation, mood state, and satisfaction in undergraduate students: randomized controlled trial[J]. J Med Internet Res, 2020, 22(5):e17101.
[10]	Wu C, Chen L, Han M, et al. Application of ChatGPT-based blended medical teaching in clinical education of hepatobiliary surgery[J]. Med Teach, 2024, 13:1-5.
[11]	Li S, Su L, Lou R, et al. Blended teaching mode based on small private online course and case-based learning in analgesia and sedation education in China: a comparison with an offline mode[J]. BMC Med Educ, 2024, 24(1):28. doi: 10.1186/s12909-023-04839-4 pmid: 38178081
[12]	Fu XT, Hu Y, Yan BC, et al. The use of blended teaching in higher medical education during the pandemic era[J]. Int J Clin Pract, 2022, 2022:3882975.
[13]	Lu SY, Ren XP, Xu H, et al. Improving self-directed learning ability of medical students using the blended teaching method: a quasi-experimental study[J]. BMC Med Educ, 2023, 23(1):616. doi: 10.1186/s12909-023-04565-x pmid: 37644528
[14]	Narayanan SN, Merghani TH. Real-life scenario blended teaching approach for nurturing inquisitive learning of central nervous system in medical students[J]. Adv Physiol Educ, 2023, 47(1):124-138. doi: 10.1152/advan.00054.2022 pmid: 36602993
[15]	Gao J, Yang L, Zou J, et al. Comparison of the influence of massive open online courses and traditional teaching methods in medical education in China: a meta-analysis[J]. Biochem Mol Biol Educ, 2021, 49(4):639-651.
[16]	Cao W, Hu L, Li X, et al. Massive Open Online Courses-based blended versus face-to-face classroom teaching methods for fundamental nursing course[J]. Medicine (Baltimore), 2021, 100(9):e24829.
[17]	Freeman S, Eddy SL, McDonough M, et al. Active learning increases student performance in science, engineering, and mathematics[J]. Proc Natl Acad Sci USA, 2014, 111(23):8410-8415. doi: 10.1073/pnas.1319030111 pmid: 24821756

班级	最高分	最低分	中位数	平均分	标准差	t	P
2021年(n=101)	85.5	52.0	72.0	71.2	7.3	-4.558 7	<0.01
2022年(n=183)	90.0	54.5	75.5	75.1	6.5