Reform and Practice of Blended Teaching for “Preventive Medicine” Course Based on the “SPOC+BOPPPS” Model under the OBE Concept

Lili Jiang; Hui Chen; Tinghui Jia; Jing Gao; Tiantian Zhou

doi:10.54097/rq1ztv43

Authors

Lili Jiang
Hui Chen
Tinghui Jia
Jing Gao
Tiantian Zhou

DOI:

https://doi.org/10.54097/rq1ztv43

Keywords:

Blended Teaching, OBE, SPOC, BOPPPS

Abstract

Objective: To evaluate the effectiveness of blended teaching for the “preventive medicine” course based on the “SPOC+BOPPPS” model under the OBE concept. Methods: A questionnaire survey was used to evaluate students' satisfaction with blended teaching, scores of various examinations and comprehensive ability. The two-sample independent rank sum test was used to evaluate whether there were differences in scores of various tasks and various abilities among students of different majors. Results: More than 90% of students are satisfied with this teaching reform, with a median overall rating of 10 points for the course. Students have high scores in formative and summative assessments, with median scores exceeding 80 points. Students' comprehensive abilities are generally excellent, with a median score of 4 for all abilities. Conclusion: Under the concept of OBE, the student's satisfaction with the “SPOC+BOPPPS” model applied to the blended teaching of preventive medicine is higher, and the overall teaching effect is good.

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