线上与线下PBL教学中学生自评学习行为与学习收获的比较分析

目的 比较分析八年制临床医学专业学生线上和线下基于问题的学习（problem-based learning，PBL）教学中的自评学习行为和学习收获，为确保线上PBL教学的成功实施提供建议和帮助。方法 2020年9月至2022年1月3个学期，选取中南大学湘雅医学院2018级八年制临床医学专业100名学生为研究对象，在学生完成线下和线上PBL教学后进行问卷调查，收集学生对线上及线下PBL教学的学习行为表现和学习收获的自我评价，采用SPSS 26.0对所得数据进行配对秩和检验。结果 线上与线下PBL教学中学生的课前学习行为包括准备时间、与同学交流沟通度以及资料收集整理的差异均无统计学意义（均P>0.05）；课堂中学生的部分学习行为如发言积极性以及对同学发言的满意度线上与线下教学亦无明显不同（均P>0.05），但学生的课堂注意力集中程度（Z=-4.24，P<0.001）、倾听同学发言情况（Z=-3.42，P=0.001）以及生生互动（Z=-3.11，P=0.002）则是线下教学优于线上教学；同时学生自评学习收获包括自主学习能力、解决问题能力和资料查阅能力的增强在线上与线下教学中均未见明显差异（均P>0.05）。结论 线上PBL教学中学生的课前投入和课堂中的学习表现与线下教学基本一致，能保证线上PBL教学的实施，且学生学习收获基本等同于线下PBL教学。

Comparison of students' self-evaluated learning behavior and achievement between online and offline problem-based learning

Objective To compare the self-evaluated learning behavior and achievement of eight-year-program clinical medical students on online and offline problem-based learning (PBL), and to provide references and suggestions for successful implementation of online PBL teaching.Methods During the three semesters of September 2020 to January 2022, a survey was performed on 100 clinical medical students of 2018 eight-year program on online or offline PBL teaching in Xiangya School of Medicine, Central South University. At the end of PBL courses, the students received questionnaires to self-assess their learning behavior and achievement in online or offline PBL teaching. The data were analyzed using the paired rank sum test with the use of SPSS 26.0.Results Before class, there were no significant differences in learning behaviors including preparation time, communication with classmates, and materials collecting and sorting between students on online and offline PBL teaching (P>0.05). In class, no significant differences were found in students'' initiative of speaking and degree of satisfaction with classmates'' speaking between online and offline teaching (P>0.05), but the students on offline teaching showed significantly better concentration of attention (Z=-4.24, P<0.001), listening to classmates'' speeches (Z=-3.42, P=0.001), and classmates'' interaction (Z=-3.11, P=0.002) compared with those on online teaching. No significant differences were observed between online and offline PBL teaching in students'' self-evaluated learning achievements including improvements in autonomous learning ability, problem-solving ability, and literature inquiry skills (P>0.05).Conclusion Students on online PBL teaching have generally as good pre-class preparation and in-class learning performance as those on offline PBL teaching, indicating that the online PBL mode can be well implemented, and it can also ensure almost the same learning achievement as offline teaching.