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| 线上线下、虚拟实体双结合教学模式在《临床技能学》课程中的应用研究 |
| Application Research of Online-Offline and Virtual-Physical Integrated Teaching Mode in Clinical Skills Course |
| 投稿时间：2026-09-30 修订日期：2026-09-30 |
| DOI： |
| 中文关键词: 临床技能学 线上线下教学模式 虚实结合教学模式 混合式学习 |
| 英文关键词: Clinical Skills online-offline teaching mode virtual-physical integrated teaching mode blended learning |
| 基金项目:2025年湖南省普通本科高校教学改革研究立项项目 202502000716 |
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| 中文摘要: |
| 目的 通过探讨线上线下、虚拟实体双结合的教学模式在《临床技能学》课程中是否优于传统讲授式教学模式。方法 选取南华大学附属第一医院2019级临床医学专业60名见习生为研究对象，随机分为两组各30名，均完成32学时的《临床技能学》课程。对照组采用传统讲授式教学，实验组采用线上线下、虚拟实体双结合的教学模式。课程结束后，对两组学生的理论成绩、临床技能考核成绩和临床操作技能评估评分表（DOPS）、课程体验量表（CEQ）结果进行统计学分析。结果 实验组理论成绩（p=0.0088）与临床技能考核成绩（p=0.0068）均显著高于对照组；DOPS评估所有指标均优于对照组（p<0.05）；CEQ量表部分指标表现更优，学生认为教学内容更易理解、学习负担减轻，学习兴趣与课程满意度更高。结论 该双结合教学模式可有效提升学生理论与临床实践综合能力，改善学习体验与满意度。 |
| 英文摘要: |
| 【】Objective: To explore whether the online-offline and virtual-physical integrated teaching mode is superior to the traditional lecture-based teaching mode in the Clinical Skills course.Methods: A total of 60 clinical trainees from the 2019 cohort of clinical medicine major at The First Affiliated Hospital of University of South China were selected as research subjects. They were randomly divided into two groups (30 cases each), and all completed the 32-class-hour Clinical Skills course. The control group adopted the traditional lecture-based teaching mode, while the experimental group adopted the online-offline and virtual-physical integrated teaching mode. After the course, statistical analysis was performed on the two groups" theoretical examination scores, clinical skill assessment scores, Direct Observation of Procedural Skills (DOPS) scores and Course Experience Questionnaire (CEQ) results.Results: The theoretical scores (p=0.0088) and clinical skill assessment scores (p=0.0068) of the experimental group were significantly higher than those of the control group. All indicators of DOPS evaluation in the experimental group were better than those in the control group (p<0.05). The experimental group performed better in partial indicators of the CEQ scale: students considered the teaching content easier to understand, felt a reduced learning burden, showed higher learning interest and gave positive evaluation on course satisfaction. |
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