耳鼻咽喉头颈外科学本科混合式教学线上线下衔接问题研究

Research on the Online-Offline Integration in Undergraduate Blended Teaching of Otorhinolaryngology-Head and Neck Surgery

摘要: 目的：分析耳鼻咽喉头颈外科学本科混合式教学中线上与线下教学环节衔接不良的具体表现与深层成因，探索构建有效的整合优化路径，以提升混合式教学的实施质量与培养效果。方法：本研究于2022~2024年以本校临床医学本科2018~2020级学生及授课教师为对象，采用问卷调研结合描述性统计、卡方检验的方法，分析线上线下教学衔接不良问题。结果：学生主动复习率、反思习惯虽有显著提升(P < 0.05)，但师生互动、同伴互动及衔接感受改善不明显(P > 0.05)，教师对衔接效果满意度有所提高，师生认知错位未有效弥合。结论：该教学衔接问题具有跨届顽固性，需以临床胜任力为核心重构课程，建立三级递进学习路径，并依托数据驱动评价与制度创新保障深度整合。

Abstract: Objective: To investigate the specific manifestations and underlying causes of the poor articulation between online and offline components in blended learning of undergraduate Otorhinolaryngology-Head and Neck Surgery (ENT), and to explore effective strategies for integrated optimization, aiming to enhance the implementation quality and educational outcomes of blended teaching. Methods: A survey-based study was conducted from 2022 to 2024, involving undergraduate clinical medicine students (Classes of 2018, 2019, and 2020) and their instructors at our institution. Descriptive statistics and the chi-square test were employed to analyze the issues related to the poor online-offline teaching articulation. Results: While students’ active review rates and reflective habits showed significant improvement (P < 0.05), no significant improvements were observed in teacher-student interaction, peer interaction, or articulation perception (P > 0.05). Although teacher satisfaction with the articulation effect increased, the cognitive dissonance between teachers and students was not effectively resolved. Conclusion: The problem of poor teaching articulation demonstrates cross-cohort persistence. To achieve deep integration, it is imperative to restructure the curriculum centered on clinical competency, establish a three-tiered progressive learning pathway, and rely on data-driven evaluation alongside institutional innovation.