Application of the Three-Stage Blended Learning Approach in Medical Students'Clinical Skills Teaching in Internal Medicine
Objective:To explore the effectiveness of the three-stage blended learning approach in teaching clinical skills in internal medicine to medical students.Methods:A total of 153 clinical medicine students from the 2015 cohort at Renmin Hospital of Wuhan University were selected as study participants and divided into an experimental group and a control group.The experimental group adopted the three-stage blended learning method,The control group used traditional teaching methods.After the course,both groups participated in a graduation examination for clinical skills in internal medicine,which included four internal medicine procedures:thoracentesis,abdominal paracentesis,lumbar puncture,and bone marrow aspiration.Results:The exam scores for each procedure and the total score were significantly higher in the experimental group than in the control group thoracentesis:(84.25±7.96)vs.(80.81±8.22);abdominal paracentesis:(84.11±6.38)vs.(81.10±7.13);lumbar puncture:(83.84±7.28)vs.(80.96±6.83);bone marrow aspiration:(84.12±6.56)vs.(81.92±7.01);total score:(84.08±7.04)vs.(81.18±7.30),with differences being statistically significant(all P＜0.05).Additionally,the post-training exam scores for each procedure and the total score in the experimental group were significantly higher than the pre-training scores thoracentesis:(84.25±7.96)vs.(79.88±9.05);abdominal paracentesis:(84.11±6.38)vs.(79.96±9.79);lumbar puncture:(83.84±7.28)vs.(79.67±9.88);bone marrow aspiration:(84.12±6.25)vs.(79.99±9.90);total score:(84.08±7.04)vs.(79.82±9.14),with differences being statistically significant(all P＜0.05).Conclusion:The three-stage blended learning approach is effective in enhancing medical students'clinical skills in internal medicine and addresses the shortcomings of traditional teaching methods.
Three-stage blended learning approachClinical skills in internal medicineMedical studentsTeaching effectiveness
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