| 田芸婕,张军,张曼,等.SPOC融入"读-思-研-践"模式对妇产科学自主学习能力的影响[J].安徽医药,待发表. |
| SPOC融入"读-思-研-践"模式对妇产科学自主学习能力的影响 |
|
| 投稿时间：2025-09-26 录用日期：2025-10-29 |
| DOI： |
| 中文关键词: 小规模限制性在线课程 读思研践 妇产科学教育 自主学习能力 |
| 英文关键词: |
| 基金项目:2024年度河北医科大学教育教学研究课题（2024YBZD-7）；2025年河北省高等教育教学改革研究与实践项目（2025GJJG164） |
|
| 摘要点击次数: 86 |
| 全文下载次数: 0 |
| 中文摘要: |
| 目的 探讨小规模限制性在线课程（SPOC）融入"读-思-研-践"教学模式对临床医学专业本科生妇产科学自主学习能力的影响。方法 采用准随机对照设计，纳入河北医科大学2020级和2021级临床医学专业本科生168名，按班级分为干预组（n=84）和对照组（n=84）。干预组接受SPOC融入"读-思-研-践"教学，对照组采用常规教学。采用自主学习准备度量表（SDLRS）评估基线（T0）、学期中（T1）、期末（T2）和3个月随访（T3）时的自主学习能力，采用学习投入量表评估学习投入度。采用线性混合效应模型分析组间差异，并进行中介效应分析。结果 干预组在T2时SDLRS总分显著高于对照组（234.56±18.92 vs 218.34±20.47，P<0.001），效应量Cohen's d=0.82。组×时交互作用显著（F=12.46，P<0.001）。学习投入在干预效应中起部分中介作用，中介效应占总效应的32.5%（95%CI：18.7%-46.3%）。干预组在元认知策略（P<0.001）、学习动机（P=0.002）和时间管理（P<0.001）维度改善更明显。T3时效应保持稳定。结论 SPOC融入"读-思-研-践"教学能显著提升临床医学专业学生妇产科学自主学习能力，效应具有持续性。建议在临床医学专业妇产科学教育中推广此整合教学模式。 |
| 英文摘要: |
| Objective To investigate the impact of Small Private Online Course (SPOC) integrated with "Read-Think-Research-Practice" teaching model on self-directed learning ability of clinical medicine students in obstetrics and gynecology. Methods A quasi-randomized controlled design was adopted, enrolling 168 undergraduate clinical medicine students from grades 2020 and 2021 at Hebei medical university. Students were allocated by class to intervention group (n=84) receiving SPOC integrated with "Read-Think-Research-Practice" teaching, or control group (n=84) receiving conventional teaching. Self-Directed Learning Readiness Scale (SDLRS) was used to assess self-directed learning ability at baseline (T0), mid-semester (T1), end of semester (T2), and 3-month follow-up (T3). Student engagement was assessed using the Student Engagement Scale. Linear mixed-effects models were used to analyze between-group differences, with mediation analysis conducted. Results The intervention group showed significantly higher SDLRS total scores than control group at T2 (234.56±18.92 vs 218.34±20.47, P<0.001), with effect size Cohen's d=0.82. Group×time interaction was significant (F=12.46, P<0.001). Learning engagement partially mediated the intervention effect, accounting for 32.5% of total effect (95%CI: 18.7%-46.3%). The intervention group showed greater improvements in metacognitive strategies (P<0.001), learning motivation (P=0.002), and time management (P<0.001) dimensions. Effects remained stable at T3. Conclusion SPOC integrated with "Read-Think-Research-Practice" teaching significantly enhances self-directed learning ability of clinical medicine students in obstetrics and gynecology with sustained effects. Implementation of this integrated teaching model in obstetrics and gynecology education is recommended. |
|
查看/发表评论 下载PDF阅读器 |
| 关闭 |
