| Popis: |
Background: Pediatric orthopedics is a significant and difficult discipline that is for undergraduate students to master. During the COVID-19 pandemic, we relied on the WeChat platform and integrated the advantages of PBL, CBL and paper review teaching methods to establish a blended new online teaching model and demonstrate its feasibility and effectiveness. Objective: This study aims to explore a new blended pedagogical method merged PBL, CBL and Paper Review, which is relied on the WeChat platform and based on real clinical cases and frontier literatures for undergraduate participated in a internship pediatric orthopaedics and to demonstrate its feasibility and effectiveness. Methods: We enrolled 22 students participating in the Department of Pediatric Orthopaedics. They adopted the WeChat blending pedagogy mode. Their scores of departmental rotation examination were compared with 23 intern doctors who adopted the traditional teaching method. Moreover, an anonymous questionnaire was administered to evaluate students’ perceptions and experiences. Results: The total average score of students adopted WeChat blending pedagogy mode and traditional teaching methods was 47.27 and 44.52. There was no statistically significant between WeChat blending pedagogy mode and traditional teaching methodin the aspect of possessing professional accomplishment, gaining knowledge and promoting interpersonal skills (P= 0.07, P = 0.12 and P = 0.65, respectively). In terms of independent clinical thinking, self-improving capability and improving clinical skills, the score of WeChat blending pedagogy mode was 8.00, 8.00 and 6.00, whereas the traditional teaching methods was 6.70, 6.87 and 7.48. The response rate to the questionnaire was 100% (22/22). and theoverall satisfaction reached 100%. 64%, 86%, 68%, 64% and 59% of students chose very large or large in the aspect of professional accomplishment, knowledge absorption, independent clinical thinking skills, English reading and literature exploring capacity, as well as interpersonal skills. 15 participants considered that WeChat blending pedagogy mode was less helpful to them in promoting the improvement of clinical skills. 9 students thought the WeChat blending pedagogy mode was time-consuming. Conclusions: Our study verified the feasibility and effectiveness of WeChat blending pedagogy mode for undergraduate pediatric orthopaedics internship. Trial registration： Retrospectively registered. |
