Trial reportBMC medical education2021
Application of blended teaching model based on SPOC and TBL in dermatology and venereology.
Trial report in BMC medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
15 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Team based learning pedagogy enhances the education quality: a systematic review and meta-analysis.BMC medical education · 2025Pooled it
- Self-directed learning assessment practices in undergraduate health professions education: a systematic review.Medical education online · 2023Pooled it
- A structured blended learning approach for medical imaging technology interns: a prospective randomized comparative study.BMC medical education · 2026Trial
- The effects of 'small private online course + flipped classroom' teaching on job competency of nuclear medicine training trainees.BMC medical education · 2024Trial
- Examining the association between AI-enhanced education and medical students' self-directed learning using an integrated TAM-UTAUT2 model.Frontiers in medicine · 2026Article
- Nursing students'experience of flipped classroom combined with problem-based learning in a paediatric nursing course: a qualitative study.BMC nursing · 2024Article
- Comparison of Blended Learning With Traditional Dermatology Learning for Medical Students: Prospective Evaluation Study.JMIR formative research · 2024Article
- The application and influence of "Small Private Online Course" based on flipped classroom teaching model in the course of fundamental operations in surgery in China.Scientific reports · 2024Article
- Team-based learning (TBL) in clinical disciplines for undergraduate medical students-a scoping review.BMC medical education · 2024Article
- Improving self-directed learning ability of medical students using the blended teaching method: a quasi-experimental study.BMC medical education · 2023Article
- Challenges of fully online learning for dermatology education: a retrospective study.Frontiers in medicine · 2023Article
- Implementation of the Flipped Classroom Combined with Problem-Based Learning in a Medical Nursing Course: A Quasi-Experimental Design.Healthcare (Basel, Switzerland) · 2022Article
- Research on the Mixed Education Mode for the Safety Engineering Major during the Coronavirus (COVID-19) Epidemic.International journal of environmental research and public health · 2022Article
- Science Popularization Education regarding Oral Health-General Health for Nonmedical Undergraduates Applying a SPOC Teaching Model.Disease markers · 2022Article
- The two envelopes method for active learning.GMS journal for medical education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIn this study, we applied the small private online course (SPOC) and team-based learning (TBL) blended teaching model to dermatology and venereology to ensure a higher quality learning experience for clinical medical students.
methodsA total of 52 fifth-grade clinical undergraduates from Xiangya School of Medicine of Central South University were randomly divided into an experimental (n = 26) and a control group (n = 26). In March 2018, we used the SPOC and TBL blended teaching model in the experimental group and explored the effects of innovative teaching in the dermatology and venereology course, compared with the control group receiving the conventional teaching method. We analyzed the two groups' theoretical assessment scores and questionnaire results to evaluate the efficiency of the new pedagogy.
resultsStudents in the experimental group had a better understanding than the control group of the dermatology and venereology content and higher scores on the case analysis questions in the final theoretical examination. The results revealed that the majority of the experimental group students agreed that the novel teaching model blended with SPOC&TBL helped them significantly stimulate motivation and develop their ability in self-directed learning, independent thinking, literature retrieval, presentation board, teamwork, communication, and systematic clinical thinking. The teaching satisfaction survey of the two groups showed that the students' satisfaction in the experimental group was significantly higher than in the control group (p < 0.05).
conclusionsThe SPOC&TBL teaching model is better than the traditional one in enriching students' professional knowledge and cultivating their comprehensive ability. It can effectively promote educational quality, improve students' learning effects, and enhance their satisfaction. This method has broad application prospects.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.