Practice and thinking of blended learning mode in evidence-based medicine course for professional degree postgraduates in nephrology

doi:10.3877/cma.j.issn.2095-3216.2023.01.009

Abstract

Abstract:

The training goal of professional degree postgraduates in clinical medicine is to cultivate compound talents with both clinical and scientific research abilities. Evidence-based medicine (EBM) is not only the core course of professional postgraduates in clinical medicine, but also the necessary tool for students to carry out best clinical practice and scientific research. Traditional EBM teaching is mainly in the forms of teaching and answering questions, which is out of touch with students′ clinical practice and scientific research. By introducing blended learning mode into the whole process of cultivating professional degree postgraduates in nephrology, this discipline optimizes and integrates educational resources, makes the advantages of online teaching and traditional teaching to complement each other, and stimulates students' initiative and enthusiasm in learning, so as to promote the dual improvement of both clinical and scientific research practice abilities.

Key words: Blended learning mode, Nephrology, Evidence-based medicine, Postgraduate teaching

Ying Zheng, Jinling Meng, Guangyan Cai, Zhe Feng. Practice and thinking of blended learning mode in evidence-based medicine course for professional degree postgraduates in nephrology[J]. Chinese Journal of Kidney Disease Investigation(Electronic Edition), 2023, 12(01): 48-50.

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References 10

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阶段	教学内容	工具
课前
B：导入	循证医学在肾脏病临床和科研实践中的作用	SPOC或线下授课
O：目标	运用循证医学方法提出问题、解决问题并完成展示(汇报/报告/论文)	SPOC或线下授课
P：预评价	学生完成循证医学基础知识测试	问卷星
课程期间
P：参与式学习	在线学习循证医学课程；小组项目协作(完成批判性阅读、PICOS问题结构、临床研究设计和指南证据评价等项目，并做展示汇报)；临床科研课题(临床研究选题、科研开题、研究设计指导)； SPOC＋MOOC、拓展资源 PBL项目制学习小组
P：后评价	在线课程后测试；小组汇报后组间互评与教师点评；科研课题开题、中期、答辩专家组考核	SPOC＋问卷星或线下考核
课后
S：总结	总结课程完成情况、效果；学生反馈学习收获、心得和建议；提出未来发展和改进方向	SPOC或线下授课

阶段	教学内容	工具
课前
B：导入	循证医学在肾脏病临床和科研实践中的作用	SPOC或线下授课
O：目标	运用循证医学方法提出问题、解决问题并完成展示(汇报/报告/论文)	SPOC或线下授课
P：预评价	学生完成循证医学基础知识测试	问卷星
课程期间
P：参与式学习	在线学习循证医学课程；小组项目协作(完成批判性阅读、PICOS问题结构、临床研究设计和指南证据评价等项目，并做展示汇报)；临床科研课题(临床研究选题、科研开题、研究设计指导)； SPOC＋MOOC、拓展资源 PBL项目制学习小组
P：后评价	在线课程后测试；小组汇报后组间互评与教师点评；科研课题开题、中期、答辩专家组考核	SPOC＋问卷星或线下考核
课后
S：总结	总结课程完成情况、效果；学生反馈学习收获、心得和建议；提出未来发展和改进方向	SPOC或线下授课

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