Inquiry-small class model with online-merge-offline learning approach in medical education in post-epidemic era: analyses based on SWOT-CLPV matrix model_West China Medical Journal

Authors：

WU Jiayang ^1,2 , LI Jingwei ¹ , ZHAO Zhehao ¹ ,  WANG Chengdi ¹ , LI Weimin ¹

1. West China Hospital / West China School of Medicine, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. West China School of Public Health, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding?author：

WANG Chengdi, Email: chengdi_wang@scu.edu.cn

Keywords：

Post-epidemic era; Online-merge-offline mode; Inquiry-small class; Medical education; SWOT-CLPV model

DOI：

10.7507/1002-0179.202105078

Video：

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Taking the actual situation of the undergraduate medical education in West China School of Medicine, Sichuan University as the real-world reference, combining with literature review, this article analyzes the internal strengths and weaknesses, as well as the external opportunities and threats of the novel teaching system in medical education which combines the online-merge-offline (OMO) approach with inquiry-small class model, and provides deep insights into the opportunities and challenges of the teaching system after matching the influential factors based on the SWOT-CLPV matrix model. Based on these analyses, this article discusses the application of the teaching system combining the OMO approach with inquiry-small class model in medical education in the post-epidemic era, so as to provide a reference and guidance for further popularizing the teaching model and enhancing the quality of medical education to a new level.

Citation： WU Jiayang, LI Jingwei, ZHAO Zhehao, WANG Chengdi, LI Weimin. Inquiry-small class model with online-merge-offline learning approach in medical education in post-epidemic era: analyses based on SWOT-CLPV matrix model. West China Medical Journal, 2021, 36(8): 1022-1027. doi: 10.7507/1002-0179.202105078 Copy

1.	唐普英, 朱學勇, 高原, 等. 探究式小班教學模式的淺析與實踐. 實驗科學與技術, 2017, 15(4): 68-71.
2.	唐普英, 何其銳, 李紹榮, 等. 信號與系統課程研討式教學的實踐. 實驗科學與技術, 2015, 13(5): 218-221.
3.	魏鑫. 課程改革下翻轉課堂在高校教學中的應用分析. 黑龍江科學, 2021, 12(15): 78-79.
4.	祝智庭, 胡姣. 技術賦能后疫情教育創變: 線上線下融合教學新樣態. 開放教育研究, 2021, 27(1): 13-23.
5.	李宏敏. 我國高校實施小班化教學的問題及解決策略. 大學教育科學, 2009, 114(2): 32-36.
6.	王運武, 王宇茹, 李炎鑫, 等. 疫情防控期間提升在線教育質量的對策與建議. 中國醫學教育技術, 2020, 34(2): 119-124, 128.
7.	張其亮, 王愛春. 基于“翻轉課堂”的新型混合式教學模式研究. 現代教育技術, 2014, 24(4): 27-32.
8.	張磊. “線上線下”混合式教學改革在臨床醫學教學中的研究與實踐. 醫學食療與健康, 2020, 18(10): 201-202.
9.	陳旭, 楊安鋼, 王濤. “混合式”教學在醫學免疫學教學中的應用探析. 細胞與分子免疫學雜志, 2020(8): 760-766.
10.	陳茂強. SWOT-CLPV 理論及應用. 浙江工商職業技術學院學報, 2005(4): 11-15.
11.	宋繼承, 潘建偉. 企業戰略決策中 SWOT 模型的不足與改進. 中南財經政法大學學報, 2010(1): 115-119.
12.	Wijesooriya NR, Mishra V, Brand P, et al. COVID-19 and telehealth, education, and research adaptations. Paediatr Respir Rev, 2020, 35: 38-42.
13.	Loda T, L?ffler T, Erschens R, et al. Medical education in times of COVID-19: German students’ expectations. A cross-sectional study. PLoS One, 2020, 15(11): e0241660.
14.	Altillo B, Gray M, Avashia SB, et al. Global health on the front lines: an innovative medical student elective combining education and service during the COVID-19 pandemic. BMC Med Educ, 2021, 21(1): 186.
15.	Schwinn DA, Cooper CS, Robillard JE. Putting students at the center: moving beyond time-variable one-size-fits-all medical education to true individualization. Adv Med Educ Pract, 2019: 109-112.
16.	Bhai SA, Poustinchian B. The flipped classroom: a novel approach to physical examination skills for osteopathic medical students. J Osteopath Med, 2021, 121(5): 475-481.
17.	Jaggars SS, Xu D. How do online course design features influence student performance?. Comput Educ, 2016, 95: 270-284.
18.	Kirschner PA, Sweller J, Clark RE. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discover, problem-based, experiential, and inquiry-based teaching. Educ Psychol, 2006, 41: 75-86.
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21.	于洋. 延遲加載對網絡廣告效果的影響. 杭州: 浙江大學, 2013.
22.	曾羿, 江媛, 陳惠鈴, 等. “探究式-小班化”教學模式在骨骼運動系統疾病本科教學中的教學效果調查. 四川生理科學雜志, 2020, 42(2): 214-218.
23.	莊榕霞, 楊俊鋒, 黃榮懷. 5G 時代教育面臨的新機遇新挑戰. 中國電化教育, 2020(12): 1-8.
24.	Emanuel EJ. The inevitable reimagining of medical education. JAMA, 2020, 323(12): 1127-1128.
25.	Fairén M, Moyés J, Insa E. VR4health: personalized teaching and learning anatomy using VR. J Med Syst, 2020, 44(5): 94.
26.	Chen FQ, Leng YF, Ge JF, et al. Effectiveness of virtual reality in nursing education: meta-analysis. J Med Internet Res, 2020, 22(9): e18290.
27.	Zitzmann NU, Matthisson L, Ohla H, et al. Digital undergraduate education in dentistry: a systematic review. Int J Environ Res Public Health, 2020, 17(9): 3269.
28.	中華人民共和國教育部. 教育部衛生部關于實施卓越醫生教育培養計劃的意見. (2012-05-07)[2021-05-01]. http://www.moe.gov.cn/srcsite/A08/moe_740/s7952/201205/t20120507_166950.html.
29.	中華人民共和國教育部. 教育部關于一流本科課程建設的實施意見. (2019-10-30)[2021-05-01]. http://www.moe.gov.cn/srcsite/A08/s7056/201910/t20191031_406269.html.
30.	中華人民共和國國家發展和改革委員會. 關于支持新業態新模式健康發展激活消費市場帶動擴大就業的意見.(2020-07-15)[2021-05-01]. https://www.ndrc.gov.cn/xxgk/zcfb/tz/202007/t20200715_1233793.html?code=&state=123.html.
31.	Demaria M, Barry A, Murphy K. Using inquiry-based learning to enhance immunology laboratory skills. Front Immunol, 2019, 10: 2510.

1. 唐普英, 朱學勇, 高原, 等. 探究式小班教學模式的淺析與實踐. 實驗科學與技術, 2017, 15(4): 68-71.
2. 唐普英, 何其銳, 李紹榮, 等. 信號與系統課程研討式教學的實踐. 實驗科學與技術, 2015, 13(5): 218-221.
3. 魏鑫. 課程改革下翻轉課堂在高校教學中的應用分析. 黑龍江科學, 2021, 12(15): 78-79.
4. 祝智庭, 胡姣. 技術賦能后疫情教育創變: 線上線下融合教學新樣態. 開放教育研究, 2021, 27(1): 13-23.
5. 李宏敏. 我國高校實施小班化教學的問題及解決策略. 大學教育科學, 2009, 114(2): 32-36.
6. 王運武, 王宇茹, 李炎鑫, 等. 疫情防控期間提升在線教育質量的對策與建議. 中國醫學教育技術, 2020, 34(2): 119-124, 128.
7. 張其亮, 王愛春. 基于“翻轉課堂”的新型混合式教學模式研究. 現代教育技術, 2014, 24(4): 27-32.
8. 張磊. “線上線下”混合式教學改革在臨床醫學教學中的研究與實踐. 醫學食療與健康, 2020, 18(10): 201-202.
9. 陳旭, 楊安鋼, 王濤. “混合式”教學在醫學免疫學教學中的應用探析. 細胞與分子免疫學雜志, 2020(8): 760-766.
10. 陳茂強. SWOT-CLPV 理論及應用. 浙江工商職業技術學院學報, 2005(4): 11-15.
11. 宋繼承, 潘建偉. 企業戰略決策中 SWOT 模型的不足與改進. 中南財經政法大學學報, 2010(1): 115-119.
12. Wijesooriya NR, Mishra V, Brand P, et al. COVID-19 and telehealth, education, and research adaptations. Paediatr Respir Rev, 2020, 35: 38-42.
13. Loda T, L?ffler T, Erschens R, et al. Medical education in times of COVID-19: German students’ expectations. A cross-sectional study. PLoS One, 2020, 15(11): e0241660.
14. Altillo B, Gray M, Avashia SB, et al. Global health on the front lines: an innovative medical student elective combining education and service during the COVID-19 pandemic. BMC Med Educ, 2021, 21(1): 186.
15. Schwinn DA, Cooper CS, Robillard JE. Putting students at the center: moving beyond time-variable one-size-fits-all medical education to true individualization. Adv Med Educ Pract, 2019: 109-112.
16. Bhai SA, Poustinchian B. The flipped classroom: a novel approach to physical examination skills for osteopathic medical students. J Osteopath Med, 2021, 121(5): 475-481.
17. Jaggars SS, Xu D. How do online course design features influence student performance?. Comput Educ, 2016, 95: 270-284.
18. Kirschner PA, Sweller J, Clark RE. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discover, problem-based, experiential, and inquiry-based teaching. Educ Psychol, 2006, 41: 75-86.
19. Eckert GU, da Rosa ACM, Busnello RG, et al. Learning from panel boards: T-lymphocyte and B-lymphocyte self-tolerance game. Med Teach, 2004, 26: 521-524.
20. Gewin V. Five tips for moving teaching online as COVID-19 takes hold. Nature, 2020, 580(782): 295-296.
21. 于洋. 延遲加載對網絡廣告效果的影響. 杭州: 浙江大學, 2013.
22. 曾羿, 江媛, 陳惠鈴, 等. “探究式-小班化”教學模式在骨骼運動系統疾病本科教學中的教學效果調查. 四川生理科學雜志, 2020, 42(2): 214-218.
23. 莊榕霞, 楊俊鋒, 黃榮懷. 5G 時代教育面臨的新機遇新挑戰. 中國電化教育, 2020(12): 1-8.
24. Emanuel EJ. The inevitable reimagining of medical education. JAMA, 2020, 323(12): 1127-1128.
25. Fairén M, Moyés J, Insa E. VR4health: personalized teaching and learning anatomy using VR. J Med Syst, 2020, 44(5): 94.
26. Chen FQ, Leng YF, Ge JF, et al. Effectiveness of virtual reality in nursing education: meta-analysis. J Med Internet Res, 2020, 22(9): e18290.
27. Zitzmann NU, Matthisson L, Ohla H, et al. Digital undergraduate education in dentistry: a systematic review. Int J Environ Res Public Health, 2020, 17(9): 3269.
28. 中華人民共和國教育部. 教育部衛生部關于實施卓越醫生教育培養計劃的意見. (2012-05-07)[2021-05-01]. http://www.moe.gov.cn/srcsite/A08/moe_740/s7952/201205/t20120507_166950.html.
29. 中華人民共和國教育部. 教育部關于一流本科課程建設的實施意見. (2019-10-30)[2021-05-01]. http://www.moe.gov.cn/srcsite/A08/s7056/201910/t20191031_406269.html.
30. 中華人民共和國國家發展和改革委員會. 關于支持新業態新模式健康發展激活消費市場帶動擴大就業的意見.(2020-07-15)[2021-05-01]. https://www.ndrc.gov.cn/xxgk/zcfb/tz/202007/t20200715_1233793.html?code=&state=123.html.
31. Demaria M, Barry A, Murphy K. Using inquiry-based learning to enhance immunology laboratory skills. Front Immunol, 2019, 10: 2510.

West China Medical Journal

Inquiry-small class model with online-merge-offline learning approach in medical education in post-epidemic era: analyses based on SWOT-CLPV matrix model

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