Abstract：
With the rapid development of multimedia technology, the student centered flipped classroom model (FCM) and massive open online courses (MOOCs) have been increasingly introduced and implemented in higher medical education. However, comparative analyses of the offline face-to-face FCM and completely online FCM have been rarely reported. In this study, we focused specifically on a set of flipped classrooms in which prerecorded videos were provided before class. Using the Zhihuishu platform as the major online course platform, our team built a MOOC and evaluated the teaching effectiveness of the FCM in both the offline face-to-face class and the online electronic live class for medical genetics education. Questionnaires, paper-based and oral exams were used to collect data on the teaching effects of the different teaching methods. We found that student satisfaction and overall student performance in the offline FCM group was significantly higher than that in the completely online teaching group. Although online FCM allowed students to play back and review anywhere and anytime after class, students taught in offline FCM had a significantly higher degree of knowledge mastery, had a deeper understanding of theoretical knowledge, and were better at knowledge comprehensive application. The effects of their training on genetic disease clinical diagnosis and treatment skills were significantly better, and their capacity for scientific research was also significantly improved. Our research discussed the advantages of the online courses and the problems brought about by using these technologies, and it provided insight into online teaching practices in the era of internet-based medical education.
摘要：
随着多媒体技术的飞速发展,以学生为中心的翻转课堂模式（FCM）和大规模开放在线课程（MOOC）在高等医学教育中越来越多地引入和实施。然而,很少报道离线面对面FCM和完全在线FCM的比较分析。在这项研究中,我们特别关注一组翻转教室，其中在上课前提供预先录制的视频。以智汇书平台为主要网络课程平台,我们的团队建立了MOOC，并评估了FCM在离线面对面课堂和在线电子实时医学遗传学教育课堂中的教学效果。问卷调查，采用纸质考试和口试的方式收集不同教学方法的教学效果数据。我们发现，离线FCM组的学生满意度和总体学生成绩明显高于完全在线教学组。尽管在线FCM允许学生在课后随时随地播放和复习，线下FCM教授的学生对知识的掌握程度明显更高，对理论知识有了更深入的理解，并且更擅长知识的综合应用。他们对遗传病临床诊断和治疗技能的培训效果显著,他们的科学研究能力也得到了显着提高。我们的研究讨论了在线课程的优势以及使用这些技术带来的问题，它提供了对基于互联网的医学教育时代的在线教学实践的见解。
