SPOC-based Integrated learning approach teaching in clinical professional master's degree programs an applied study in clinical skill development
基于SPOC的整合学习法教学在临床专业型硕士研究生临床技能培养中的应用研究

摘要

目的 探索基于SPOC的整合学习法在专硕生临床技能教学中的运用效果。方法 选取华北理工大学临床学院 2023 级60名专硕生为研究对象，随机选择30名学生作为试验组进行基于SPOC的整合学习法教学，另30名学生作为对照组采用传统教学。对两组学生进行教学效果评价，包括学生理论考核成绩与技能操作考核的终结性评价和形成性评价，以及学生的教学评价，进行组间比较分析。数据采用SPSS 20.0进行 t 检验和卡方检验。结果 终结性评价中试验组与对照组的理论考核成绩差异无统计学意义（P > 0.05），但在实践操作考核中试验组学生成绩明显高于对照组。在教学满意度调查中，试验组学生在理论知识掌握程度、疾病临床诊疗思辨能力和对教学组织形式及对教学效果的满意度上评价均高于对照组。结论基于SPOC的整合学习法教学更有利于提高医学生实践动手能力，提高医学生临床思维能力和综合素质，提高医学生学习主动性和学习效率，具有较好的推广应用前景。

Abstract

Objective To explore the effect of SPOC-based integrated learning method in the teaching of clinical skills of specialized master's degree students.
Methods Sixty master's degree students in the class of 2023 at the Clinical College of North China University of Science and Technology were selected for the study, and 30 students were randomly selected as the experimental group to be taught by the SPOC-based integrated learning method, while the other 30 students were adopted as the control group to be taught by the traditional teaching. The teaching effect evaluation of the two groups of students, including the summative and formative evaluation of the students' theoretical assessment scores and skill operation assessment, as well as the students' teaching evaluation, was conducted for comparative analysis between the groups. The data were analyzed by t-test and chi-square test using SPSS 20.0.
Results The difference between the theoretical assessment scores of the experimental group and the control group in the summative evaluation was not statistically significant (P > 0.05), but the scores of the experimental group's students were all significantly higher than those of the control group in the practical operation assessment. In the teaching satisfaction survey, students in the experimental group rated higher than the control group in the degree of mastery of theoretical knowledge, clinical diagnosis and treatment of disease discursive ability, and satisfaction with the form of teaching organization and teaching effect.
Conclusion   SPOC-based integrated learning method teaching is more conducive to improve the practical ability of medical students, improve the clinical thinking ability and comprehensive quality of medical students, improve the learning initiative and learning efficiency of medical students, and has a better prospect of popularization and application.