The effect of mixed flipped teaching in pathology based on interactive design on students' learning autonomy
Objective To employ interactive design in blended flipped teaching of pathology and explore its impact on students'autonomy in learning.Methods A blended flipped teaching model for pathology,based on triadic interaction determinism,was designed and implemented.Two homogeneous undergraduate classes(n=119)from the Clinical Medicine program of Yunnan University of Traditional Chinese Medicine,combining Chinese and Western medicine,were randomly selected based on voluntary participation and divided into an experimental group(n=60)and a control group(n=59),ensuring comparability between groups.The experimental group used the blended flipped teaching approach,while the control group received traditional teaching.Surveys using a self-developed"Autonomous Learning Scale"were conducted 3 days before the start and 1 day after the end of the course;in-class analysis of the experimental group's activity was performed.Both groups underwent three identical closed-book tests at the same intervals and modes to complete the formative assessment.Results The experimental group showed significant improvements in the total score and dimensions of the autonomous learning scale compared to before,and post-course scores were higher than those of the control group(P<0.05).Activity levels increased over the course,consistent both online and offline,showing a progressively stable trend.Scores of the experimental group in the second and third tests were higher than those of the control group and improved compared to their first test,with statistically significant differences(P<0.05).Conclusion Interactive design in blended flipped teaching of pathology enhances student autonomy in learning,thus improving educational outcomes.
国家科技期刊平台
NSTL
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