Effect of hybrid teaching incorporating problem-based learning on student performance in pathophysiology. Issue 8 (August 2020)

• Record Type: Journal Article
• Authors: Guo, Jianhong; Li, Lihong; Bu, Haolin; Feng, Miao; Yang, Yanping; Zhang, Yang; Liu, Fu; Liu, Qinghua; Li, Xiaqing; Jiao, Xiangying
• Is Part Of: Journal of international medical research. Volume 48:Issue 8(2020)
• Publication Date: 2020-08
• Subjects: Hybrid teaching -- traditional lectures -- problem-based learning -- pathophysiology -- student performance -- clinical problems -- medical students; Medicine -- Periodicals; Pharmacology -- Periodicals; 610.5
• DOI: 10.1177/0300060520949402
• Languages: English
• ISSNs: 0300-0605

Abstract

Objective: To compare the effectiveness of traditional and hybrid teaching strategies in pathophysiology and to conduct a survey of students' opinions about the hybrid teaching strategy. Methods: A hybrid pathophysiology course was developed by combining traditional lectures, case- or problem-based learning, group discussion and several quizzes. A total of 167 students were assigned to the hybrid teaching group and 118 students assigned to the traditional lecture group. Results: Compared with students who received traditional lectures, no students in the hybrid teaching class failed the final examination. The percentage of students with high scores was significantly higher in the hybrid teaching class. In addition, 73.7% of students in the hybrid teaching class expressed substantial interest in pathophysiology during the course, and 83% of these students felt they had received essential training and acquired the ability to solve clinical case problems. Conclusion: The hybrid teaching strategy is an advanced approach that encourages students to actively learn teaching materials and solve practical clinical problems, and that promotes student interest in pathophysiology.