Blended Learning in Basic Medical Laboratory Courses Improves Medical Students' Abilities in Self-Learning, Understanding, and Problem Solving

Autor/inn/en	Chen, Jian; Zhou, Junhai; Wang, Yong; Qi, Guangying; Xia, Chunbo; Mo, Gang; Zhang, Zhiyong
Titel	Blended Learning in Basic Medical Laboratory Courses Improves Medical Students' Abilities in Self-Learning, Understanding, and Problem Solving
Quelle	In: Advances in Physiology Education, 44 (2020) 1, S.9-14 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Blended Learning; Educational Technology; Technology Uses in Education; Medical Education; Teaching Methods; Laboratories; Medical Students; Foreign Countries; Problem Solving; Online Courses; China + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Medizinische Ausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Laboratory; Laboratorium; Ausland; Problemlösen; Online course; Online-Kurs
Abstract	Blended learning, is a teaching approach that integrates online self-learning and classroom teaching. When designed well, blended learning courses in medicine can facilitate students to improve themselves in self-learning, understanding, and problem solving, ultimately enhancing their learning efficiency. However, blended teaching methods are usually used in only a single course, so it is unclear whether these methods can work well in a variety of basic medical courses. The goal of this study is to explore students' perceptions of whether blended laboratory courses are helpful for them in overcoming the difficulties they experience. Blended laboratory courses were taken by medical students at Guilin Medical University. Approximately 71.1% of the students agreed that online lecture courses improved their understanding of threshold concepts and the underlying theories. The majority of the students (63.01%) held the opinion that the blended laboratory courses were more effective than other types of courses in achieving the knowledge goals. The majority of the teachers believed that students' interest in experimentation operations, hands-on abilities, confidence, and other factors were greatly improved compared with those of students taught using the traditional teaching model (face to face). In addition, the average scores for the quizzes of laboratory courses were significantly improved in the blended learning method compared with the traditional learning method. Blended laboratory courses are successful and welcomed by both students and teachers in undergraduate laboratory courses. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01