| 田芸婕,张军,张曼,等.小规模限制性在线课程融入“读 -思-研-践”模式对临床医学专业本科生妇产科学自主学习能力的影响[J].安徽医药,2026,30(6):1264-1269. |
| 小规模限制性在线课程融入“读 -思-研-践”模式对临床医学专业本科生妇产科学自主学习能力的影响 |
| Impact of small private online course integrated with "reading-thinking-researching-practicing" model on the self-directed learning ability of undergraduate students majoring in clinical medicine in obstetrics and gynecology |
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| DOI：10.3969/j.issn.1009-6469.2026.06.040 |
| 中文关键词: 教育，医学，本科 临床医学 小规模限制性在线课程 读思研践 妇产科学教育 自主学习能力 学习投入 混合式教学 |
| 英文关键词: Education, medical, undergraduate Clinical medicine Small private online course Read-Think-Research-Prac. tice Obstetrics and gynecology education Self-directed learning ability Learning engagement Blended teaching |
| 基金项目:河北医科大学教育教学研究立项课题( 2024YBZD-7)；河北省高等教育教学改革研究与实践项目( 2025GJJG164) |
| 作者 | 单位 | E-mail | | 田芸婕 | 河北医科大学第四医院, 妇科,石家庄050000 | | | 张军 | 河北医科大学第四医院, 妇科,石家庄050000 | 3176623197@hebmu.edu.cn | | 张曼 | 河北医科大学第四医院,教务处,石家庄050000 | | | 王国彪 | 河北医科大学第四医院,教务处,石家庄050000 | | | 赵焕焕 | 河北医科大学第四医院, 妇科,石家庄050000 | | | 关英霞 | 河北医科大学第四医院,产科,河北 石家庄050000 | | | 刘金熹 | 河北医科大学基础医学院,河北石家庄 050000 | | | 滑天 | 邢台市人民医院妇科,河北邢台 054031 | | | 李宾 | 邯郸市中心医院妇科,河北邯郸 056000 | |
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| 中文摘要: |
| 目的探讨小规模限制性在线课程( SPOC)融入“读 -思-研-践”教学模式对临床医学专业本科生妇产科学自主学习能力的影响。方法 2023年 9月至 2025年 6月，采用准随机对照设计，纳入河北医科大学 2020级和 2021级临床医学专业本科生 168人，采用整群随机方法将 4个教学班级(每个年级 2个班)通过计算机生成的随机数字表分为干预组( n=84)和对照组( n= 84)。干预组接受 SPOC融入“读 -思-研-践”教学，对照组采用常规教学。采用自主学习准备度量表( SDLRS)评估基线( T0)、学期中期( T1)、学期末( T2)和 3个月随访( T3)时的自主学习能力，采用学习投入量表评估学习投入度。采用线性混合效应模型分析组间差异，并进行中介效应分析。结果干预组在 T2时 SDLRS总分显著高于对照组［(234.6±18.9)分比( 218.3±20.5)分， P<0.001)］效应量 Cohen's d=0.82。组别 ×时间交互作用显著( F=12.46，P<0.001)。学习投入在干预效应中起部分中介作用，中介效应占总，效应的 32.5%［95%CI:(18.7%，46.3%)］。干预组在元认知策略( P<0.001)、学习动机( P=0.002)和时间管理( P< |
| 英文摘要: |
| Objective To investigate the impact of small private online course (SPOC) integrated with "Read-Think-Research-Prac. tice" teaching model on self-directed learning ability of clinical medicine students in obstetrics and gynecology.Methods A quasi-ran. domized controlled design was adopted from September 2023 to June 2025, enrolling 168 undergraduate clinical medicine studentsfrom grades 2020 and 2021 at Hebei Medical University. Using a cluster randomization method, four classes (two classes per grade)were divided into an intervention group (n=84) and a control group (n=84) using a computer-generated random number table. Students were allocated by class to intervention group receiving SPOC integrated with "Read-Think-Research-Practice" teaching, while control group receiving conventional teaching. Self-Directed Learning Readiness Scale (SDLRS) was used to assess self-directed learning abili. ty at baseline (T0), mid-semester (T1), end of semester (T2), and 3-month follow-up (T3). Student engagement was assessed using the Student Engagement Scale. Linear mixed-effects models were used to analyze between-group differences, with mediation analysis con. ducted. Results The intervention group showed significantly higher SDLRS total scores than control group at T2 (234.56±18.92 vs. 218.34±20.47, P<0.001), with effect size Cohen's d=0.82. Group×time interaction was significant (F=12.46, P<0.001). Learning en. gagement partially mediated the intervention effect, accounting for 32.5% of total effect [95%CI: (18.7%, 46.3%)]. The intervention group showed greater improvements in metacognitive strategies (P<0.001), learning motivation (P=0.002), and time management (P< 0.001) dimensions. Effects remained stable at T3.Conclusions SPOC integrated with "Read-Think-Research-Practice" teaching sig. nificantly enhances self-directed learning ability of clinical medicine students in obstetrics and gynecology with sustained effects. Im.plementation of this integrated teaching model in obstetrics and gynecology education is recommended. |
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