背景:这项研究的目的是评估在药物化学课程中实施数据驱动的在线-离线混合(DDBOO)教学方法的有效性和效率。
方法:从2021年9月至2022年1月,共有118名药学专业三年级学生入学。参与者被随机分配到DDBOO教学组或传统的基于讲座的学习(LBL)药物化学组。进行了课前和课后测验,以及一份匿名问卷分发给这两个小组,以评估学生的看法和经验。
结果:DDBOO组和LBL组的课前测验成绩没有显着差异(T=-0.637,P=0.822)。然而,课后,DDBOO组的平均测验得分显著高于LBL组(T=3.742,P<0.001)。此外,学习兴趣的分数,学习动机,自学技能,掌握基础知识,团队合作技能,解决问题的能力,创新能力,和满意,根据问卷的测量,DDBOO组明显高于传统组(均P<0.05)。
结论:DDBOO教学法有效地提高了学生的学习成绩和满意度。有必要进一步研究和推广这种方法。
BACKGROUND: The purpose of this study was to evaluate the effectiveness and efficiency of implementing a data-driven blended online-offline (DDBOO) teaching approach in the medicinal chemistry course.
METHODS: A total of 118 third-year students majoring in pharmacy were enrolled from September 2021 to January 2022. The participants were randomly assigned to either the DDBOO teaching group or the traditional lecture-based learning (LBL) group for medicinal chemistry. Pre- and post-class quizzes were administered, along with an anonymous questionnaire distributed to both groups to assess students\' perceptions and experiences.
RESULTS: There was no significant difference in the pre-class quiz scores between the DDBOO and LBL groups (T=-0.637, P = 0.822). However, after class, the mean quiz score of the DDBOO group was significantly higher than that of the LBL group (T = 3.742, P < 0.001). Furthermore, the scores for learning interest, learning motivation, self-learning skill, mastery of basic knowledge, teamwork skills, problem-solving ability, innovation ability, and satisfaction, as measured by the questionnaire, were significantly higher in the DDBOO group than in the traditional group (all P < 0.05).
CONCLUSIONS: The DDBOO teaching method effectively enhances students\' academic performance and satisfaction. Further research and promotion of this approach are warranted.