Evidence map›Paper›PMID 38997704›Full record

ArticleBMC medical education2024

Hybrid teaching after COVID-19: advantages, challenges and optimization strategies.

Xiaoran Wang, Jiangheng Liu, Shuwei Jia, Chunmei Hou, Runsheng Jiao, Yan Yan, Tengchuang Ma, Ying Zhang, Yanyan Liu, Haixia Wen and 3 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Article
  2. Article
  3. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

13 authors.

Xiaoran Wang *School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China.
Jiangheng Liu *Harbin Medical University Cancer Hospital, Harbin, Heilongjiang, 150086, China.
Shuwei Jia *School of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China.
Chunmei HouSchool of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China.
Runsheng JiaoSchool of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China.
Yan YanSchool of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China.
Tengchuang MaHarbin Medical University Cancer Hospital, Harbin, Heilongjiang, 150086, China.
Ying ZhangSchool of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China.
Yanyan LiuSchool of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China.
Haixia WenSchool of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China.
Yu-Feng WangInternational Translational Neuroscience Research Institute, Zhejiang Chinese Medical University, Hangzhou, 310053, China.
Hui ZhuSchool of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China. zhuhui@ems.hrbmu.edu.cn.
Xiao-Yu LiuSchool of Basic Medical Sciences, Harbin Medical University, Harbin, Heilongjiang, 150081, China. liuxiaoyuhayida@163.com.

Funding

Higher Education Teaching Reform Project of Heilongjiang Province Education Department SJGY20210529Higher Education Teaching Reform Project of Heilongjiang Province Education Department SJGY20210530Higher Education Teaching Reform Project of Heilongjiang Province Education Department SJGY20220276Higher Education Teaching Reform Project of Heilongjiang Province Education Department SJGY20220279Key commissioned project of educational science research of Harbin Medical University XWT202215Key Project of "14th Five-Year" Plan of Heilongjiang Province Education Science GJB1423199Key Project of "14th Five-Year" Plan of Heilongjiang Province Education Science GJB1423200Medical Education Research Projects of Medical Education Branch of the Chinese Medical Association 2023B085
6 · The paper itself

Abstract

backgroundIn the post-pandemic era of higher education, hybrid teaching has emerged as a prevalent approach and is anticipated to persist as a defining trend in the future teaching reforms worldwide. However, despite its widespread adoption, certain limitations have become apparent. The objective of this study is to identify the genuine factors that impact students' performance, explore strategies that teachers can employ to enhance their teaching effectiveness and enhance students' academic self-efficacy.

methodsThe study was performed among undergraduate medical students enrolled in Physiology course at Harbin Medical University in 2020 and 2022. Since 2020, influenced by the COVID-19 pandemic, a hybrid teaching method based on an established offline teaching model called BOPPPS was implemented. A questionnaire was performed in both 2020 and 2022 to evaluate students' satisfaction and efficiency of our hybrid teaching. A comparison was also carried out on the final examination scores of students majoring in Pharmacy and Clinical Pharmacy across the years 2020 to 2022.

resultsThe final examination scores of students in 2022 were significantly lower than those in 2020 and 2021 both in Pharmacy and Clinical Pharmacy majors. There was also a decrease of the score in students of Clinical Pharmacy in 2021 compared to 2020. The questionnaire indicated that over half (52.0%) of the students in 2022 preferred offline teaching method, in contrast to 39.1% in 2020. There were obvious changes in students from 2020 to 2022 about the disadvantages of hybrid teaching, the improvement of students' learning ability and the duration of students' autonomous learning. Through cross statistical analysis, online learning styles, learning ability improvement and students' learning burden have been identified as the primary factors influencing their preference for future teaching method.

conclusionsHybrid teaching is still a necessary trend in the future teaching reform base on its multiple advantages. However, in order to improve the teaching outcomes and foster students' participation and learning initiatives, it is imperative to undertake additional reforms in the future teaching process.

Indexed as

COVID-19Educational MeasurementEducation, Medical, UndergraduateStudents, MedicalChinaEducation, DistanceEducation, PharmacyHumansMalePandemicsSARS-CoV-2Surveys and QuestionnairesTeachingHybrid teachingOnline teachingPhysiology educationTeaching model

Identifiers

PMID38997704
PMCPMC11241882

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

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.