Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship

Anli Yang; Xing Li; Peng Liu; Luwen Zhang; Weidong Wei; Jun Tang; Xi Wang

doi:doi:10.11648/j.her.20240901.12

Research Article |

| Peer-Reviewed

Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship

Anli Yang^*, Xing Li, Peng Liu, Luwen Zhang, Weidong Wei, Jun Tang, Xi Wang

Published in Higher Education Research (Volume 9, Issue 1)

Received: 2 January 2024 Accepted: 10 January 2024 Published: 23 January 2024

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Objective Blended teaching has become the hot spot and advanced direction of educational reform, but there is little experience of blended teaching in clinical medicine internship courses. Besides, there is a lack of student ability assessment with empirical data supporting it in this research field, where our study aims to fill the gap. Methods We organized and implemented blended teaching in the breast oncology department for the class 2018 students’ clinical internship course by establishing and providing an online database. We collected student feedback through questionnaires and combined it with their comprehensive assessment results and teacher evaluations to jointly analyze and evaluate the improvement of students' abilities. Results This study effectively collected 137 questionnaires, of which 55 were from males (40.1%). The study found that the introduction of blended teaching could better solve many problems in breast oncology department clinical internships, avoid patient privacy issues, break the limitations of time and space, and expand the depth and breadth of students' learning. Students had large and persistent demands for learning resources, and some even increased during the clinical internship, which indicated that blended teaching was conducive to improving students' independent learning abilities. At the same time, students were satisfied with the online database which improved their learning effectiveness and clinical internship experience. Various data showed that incorporating blended teaching into clinical internships enhanced students' core clinical competencies. Conclusion This practice fills the shortcomings of existing research and has positive reference significance for promoting the deepening development of blended teaching and the reform of internship courses.

Published in	Higher Education Research (Volume 9, Issue 1)
DOI	10.11648/j.her.20240901.12
Page(s)	18-25
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Clinical Internship, Breast Oncology Department, Blended Teaching, Ability Assessment

References

[1]	Cheng, R., Zhang, J. G., He, Z. Y. The Predicament and Countermeasures of Mixed Teaching Mode in Colleges and Universities from the Perspective of Teachers. Advances in Education. 2023, 13(1), 51-58. doi: 10.12677/ae.2023.131008.
[2]	Li, W. J., Zhang, J., Zhou, Y. S., and Xie, X. W. Analysis of Mixed Teaching Effect of Clinical Medicine Course. Education and Teaching Forum. 2023, (20), 147-150. https://qikan.cqvip.com/Qikan/Article/Detail?id=7109996022&from=Qikan_Search_Index
[3]	López-Pérez, M. V., Pérez-López, M. C, Rodríguez-Ariza, L. Blended Learning in Higher Education: Students’ Perceptions and Their Relation to Outcomes. Computers & Education. 2011, 56(3), 818-826. doi: 10.1016/j. compedu.2010.10.023.
[4]	Han, Q., Du, M. S., Zhang, Y. Application of Mixed Teaching of Case Teaching and Rain Class in the Internship Teaching of Imaging Course in Clinical Medicine Specialty. Health Vocational Education. 2022, 40(24), 63-65. doi: 10.20037/j.issn.1671-1246.2022.24.23.
[5]	Wei, H. J., Guo, G. Q., Lu, J. J., Zhang, S. L., Fang, J. Y., He, Z. Z., Chai, H., Qiu, B. Q., Shangguan, G. D., and Xiao, G. Y. A Study on the Application of Online and Offline Hybrid Teaching Mode in the Teaching of Nuclear Medicine Nursing Apprenticeship. China Medicine and Pharmacy. 2022, 12(9), 87-90. doi: 10.3969/ j.issn.2095-0616.2022.09.023.
[6]	Ma, J. Y., Liang, H. M., Fan, W. X., and Li, H. B. Meta-Analysis of PBL+CBL+TBL Mixed Teaching Mode Applied to Teaching Effect of Basic Medicine in Our Country. Chinese Journal of Immunology. 2022, 38(18), 2274-2279. doi: 10.3969/j.issn.1000-484X.2022.18.019.
[7]	Huang, X., Feng, H. Y. Application and Analysis of PBL Teaching Method in Clinical Probation of Neurology Department. Anatomy Research. 2021, 43(4), 367-370. doi: 10.3969/j.issn.1671-0770.2021.04.017.
[8]	Hu, Y., Ma, G. F., Liu, L. L., and Zhang, S. H. Research Progress of Mixed Teaching Mode of Nursing. Health Vocational Education. 2022, 40(14), 91-93. doi: 10.20037/j.issn.1671-1246.2022.14.36.
[9]	Ren, Y., Ma, Y. H. On “Double-Teacher” Teaching Mode of College English Under the Concept of Mixed Teaching. Heilongjiang Researches on Higher Education. 2019, 37(12), 153-156. doi: 10.19903/j.cnki.cn23-1074/g.2019.12.033.
[10]	Gao, Y., Hu, A. D. N., Zheng, D. Y., and Zhuo, Y. H. Activating the Endogenous Power of Teachers and Promoting the High-Quality Development of Ophthalmology Graduate Education. Eye Science. 2022, 37(6), 454-457. doi: 10.3978/j.issn.1000-4432.2022.06.15.
[11]	Zhou, Y. X., Yan, X. Y. Construction and Application of Teaching Resources of New Curriculum in the Era of “Internet + Education”. Journal of Higher Education. 2022, 8(6), 57-60. doi: 10.19980/j.CN23-1593/G4. 2022.06.014.
[12]	Guo, T. Y., Zhang, Y., Bao, Y., Gan, M. M., and Yan, D. F. Research on Teaching Resources Construction and Teaching Reform of Medical Chemistry Course. Times Figure. 2022, (29), 234-236. https://www.zhang qiaokeyan.com/academic-journal-cn_times-figure_thesis/0201299944347.html
[13]	Guo, J. L., Lao, S. Y., Peng, J., Wang, X. F., and Jiang, J. Three-Dimensional Teaching Resource Construction for Curriculum Ideological and Political Education Under Blended Learning Model. Journal of Higher Education Research. 2023, 46(2), 56-61. doi: 10.3969/j.issn.1672-8874.2023.02.011.
[14]	Li, S. H., Chen, J. G., Li, Y. Construction of Practical Teaching Resource Database for Medical Data Mining Course. The Guide of Science & Education. 2023, (4), 37-39. doi: 10.16400/j.cnki.kjdk.2023.4.012.
[15]	He, J., Shao, Q. Z., Liao, B. N., Zhang, M., Wang, K., Yan, X. L., and Rui, D. S. Application and Popularization of Mixed Teaching Mode with Flip Classroom as the Core in Medical Statistics Teaching. Chinese Journal of Health Statistics. 2023, 40(2), 295-297. doi: 10.11783/j.issn.1002-3674.2023.02.035.
[16]	Zhang, D. Y., Song, F. F., Lin, G. M., Tang, Y. G., and Zheng, T. X. Analysis on Influencing Factors of Blended Teaching Effect Based on MOOC and Its Enlightenments. Journal of Langfang Normal University (Natural Science Edition). 2022, 22(2), 101-105. doi: 10.3969/j.issn.1674-3229.2022.02.022.
[17]	Zhang, T., He, Y., Qin, L., Ding, L. L., Huang, H. L., and Xu, X. F. Research on the Application of Multi-Dimensional Interaction Mode in Intelligent Education Concept Based Hybrid Teaching. Journal of Qiqihar Medical University. 2022, 43(14), 1388-1392. doi: 10.3969/j.issn.1002-1256.2022.14.021.

Cite This Article

Plain Text BibTeX RIS

APA Style

Yang, A., Li, X., Liu, P., Zhang, L., Wei, W., et al. (2024). Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship. Higher Education Research, 9(1), 18-25. https://doi.org/10.11648/j.her.20240901.12

Copy | Download

ACS Style

Yang, A.; Li, X.; Liu, P.; Zhang, L.; Wei, W., et al. Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship. High. Educ. Res. 2024, 9(1), 18-25. doi: 10.11648/j.her.20240901.12

Copy | Download

AMA Style

Yang A, Li X, Liu P, Zhang L, Wei W, et al. Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship. High Educ Res. 2024;9(1):18-25. doi: 10.11648/j.her.20240901.12

Copy | Download

@article{10.11648/j.her.20240901.12,
  author = {Anli Yang and Xing Li and Peng Liu and Luwen Zhang and Weidong Wei and Jun Tang and Xi Wang},
  title = {Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship},
  journal = {Higher Education Research},
  volume = {9},
  number = {1},
  pages = {18-25},
  doi = {10.11648/j.her.20240901.12},
  url = {https://doi.org/10.11648/j.her.20240901.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20240901.12},
  abstract = {Objective Blended teaching has become the hot spot and advanced direction of educational reform, but there is little experience of blended teaching in clinical medicine internship courses. Besides, there is a lack of student ability assessment with empirical data supporting it in this research field, where our study aims to fill the gap. Methods We organized and implemented blended teaching in the breast oncology department for the class 2018 students’ clinical internship course by establishing and providing an online database. We collected student feedback through questionnaires and combined it with their comprehensive assessment results and teacher evaluations to jointly analyze and evaluate the improvement of students' abilities. Results This study effectively collected 137 questionnaires, of which 55 were from males (40.1%). The study found that the introduction of blended teaching could better solve many problems in breast oncology department clinical internships, avoid patient privacy issues, break the limitations of time and space, and expand the depth and breadth of students' learning. Students had large and persistent demands for learning resources, and some even increased during the clinical internship, which indicated that blended teaching was conducive to improving students' independent learning abilities. At the same time, students were satisfied with the online database which improved their learning effectiveness and clinical internship experience. Various data showed that incorporating blended teaching into clinical internships enhanced students' core clinical competencies. Conclusion This practice fills the shortcomings of existing research and has positive reference significance for promoting the deepening development of blended teaching and the reform of internship courses.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship
AU  - Anli Yang
AU  - Xing Li
AU  - Peng Liu
AU  - Luwen Zhang
AU  - Weidong Wei
AU  - Jun Tang
AU  - Xi Wang
Y1  - 2024/01/23
PY  - 2024
N1  - https://doi.org/10.11648/j.her.20240901.12
DO  - 10.11648/j.her.20240901.12
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 18
EP  - 25
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20240901.12
AB  - Objective Blended teaching has become the hot spot and advanced direction of educational reform, but there is little experience of blended teaching in clinical medicine internship courses. Besides, there is a lack of student ability assessment with empirical data supporting it in this research field, where our study aims to fill the gap. Methods We organized and implemented blended teaching in the breast oncology department for the class 2018 students’ clinical internship course by establishing and providing an online database. We collected student feedback through questionnaires and combined it with their comprehensive assessment results and teacher evaluations to jointly analyze and evaluate the improvement of students' abilities. Results This study effectively collected 137 questionnaires, of which 55 were from males (40.1%). The study found that the introduction of blended teaching could better solve many problems in breast oncology department clinical internships, avoid patient privacy issues, break the limitations of time and space, and expand the depth and breadth of students' learning. Students had large and persistent demands for learning resources, and some even increased during the clinical internship, which indicated that blended teaching was conducive to improving students' independent learning abilities. At the same time, students were satisfied with the online database which improved their learning effectiveness and clinical internship experience. Various data showed that incorporating blended teaching into clinical internships enhanced students' core clinical competencies. Conclusion This practice fills the shortcomings of existing research and has positive reference significance for promoting the deepening development of blended teaching and the reform of internship courses.

VL  - 9
IS  - 1
ER  -

Copy | Download

Author Information

Anli Yang

Department of Breast Cancer, Sun Yat-sen University Cancer Center, State Key Laboratory of Oncology in South China, Guangdong Provincial Clinical Research Center for Cancer, Guangzhou, China

Contact Email
Xing Li

Department of Breast Cancer, Sun Yat-sen University Cancer Center, State Key Laboratory of Oncology in South China, Guangdong Provincial Clinical Research Center for Cancer, Guangzhou, China
Peng Liu

Department of Breast Cancer, Sun Yat-sen University Cancer Center, State Key Laboratory of Oncology in South China, Guangdong Provincial Clinical Research Center for Cancer, Guangzhou, China
Luwen Zhang

School of Health Management, Southern Medical University, Guangzhou, China
Weidong Wei

Department of Breast Cancer, Sun Yat-sen University Cancer Center, State Key Laboratory of Oncology in South China, Guangdong Provincial Clinical Research Center for Cancer, Guangzhou, China
Jun Tang

Department of Breast Cancer, Sun Yat-sen University Cancer Center, State Key Laboratory of Oncology in South China, Guangdong Provincial Clinical Research Center for Cancer, Guangzhou, China
Xi Wang

Department of Breast Cancer, Sun Yat-sen University Cancer Center, State Key Laboratory of Oncology in South China, Guangdong Provincial Clinical Research Center for Cancer, Guangzhou, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Yang, A., Li, X., Liu, P., Zhang, L., Wei, W., et al. (2024). Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship. Higher Education Research, 9(1), 18-25. https://doi.org/10.11648/j.her.20240901.12

Copy | Download

ACS Style

Yang, A.; Li, X.; Liu, P.; Zhang, L.; Wei, W., et al. Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship. High. Educ. Res. 2024, 9(1), 18-25. doi: 10.11648/j.her.20240901.12

Copy | Download

AMA Style

Yang A, Li X, Liu P, Zhang L, Wei W, et al. Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship. High Educ Res. 2024;9(1):18-25. doi: 10.11648/j.her.20240901.12

Copy | Download

@article{10.11648/j.her.20240901.12,
  author = {Anli Yang and Xing Li and Peng Liu and Luwen Zhang and Weidong Wei and Jun Tang and Xi Wang},
  title = {Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship},
  journal = {Higher Education Research},
  volume = {9},
  number = {1},
  pages = {18-25},
  doi = {10.11648/j.her.20240901.12},
  url = {https://doi.org/10.11648/j.her.20240901.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20240901.12},
  abstract = {Objective Blended teaching has become the hot spot and advanced direction of educational reform, but there is little experience of blended teaching in clinical medicine internship courses. Besides, there is a lack of student ability assessment with empirical data supporting it in this research field, where our study aims to fill the gap. Methods We organized and implemented blended teaching in the breast oncology department for the class 2018 students’ clinical internship course by establishing and providing an online database. We collected student feedback through questionnaires and combined it with their comprehensive assessment results and teacher evaluations to jointly analyze and evaluate the improvement of students' abilities. Results This study effectively collected 137 questionnaires, of which 55 were from males (40.1%). The study found that the introduction of blended teaching could better solve many problems in breast oncology department clinical internships, avoid patient privacy issues, break the limitations of time and space, and expand the depth and breadth of students' learning. Students had large and persistent demands for learning resources, and some even increased during the clinical internship, which indicated that blended teaching was conducive to improving students' independent learning abilities. At the same time, students were satisfied with the online database which improved their learning effectiveness and clinical internship experience. Various data showed that incorporating blended teaching into clinical internships enhanced students' core clinical competencies. Conclusion This practice fills the shortcomings of existing research and has positive reference significance for promoting the deepening development of blended teaching and the reform of internship courses.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Practical Application and Students' Abilities Assessment of Blended Teaching in Breast Oncology Department Clinical Internship
AU  - Anli Yang
AU  - Xing Li
AU  - Peng Liu
AU  - Luwen Zhang
AU  - Weidong Wei
AU  - Jun Tang
AU  - Xi Wang
Y1  - 2024/01/23
PY  - 2024
N1  - https://doi.org/10.11648/j.her.20240901.12
DO  - 10.11648/j.her.20240901.12
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 18
EP  - 25
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20240901.12
AB  - Objective Blended teaching has become the hot spot and advanced direction of educational reform, but there is little experience of blended teaching in clinical medicine internship courses. Besides, there is a lack of student ability assessment with empirical data supporting it in this research field, where our study aims to fill the gap. Methods We organized and implemented blended teaching in the breast oncology department for the class 2018 students’ clinical internship course by establishing and providing an online database. We collected student feedback through questionnaires and combined it with their comprehensive assessment results and teacher evaluations to jointly analyze and evaluate the improvement of students' abilities. Results This study effectively collected 137 questionnaires, of which 55 were from males (40.1%). The study found that the introduction of blended teaching could better solve many problems in breast oncology department clinical internships, avoid patient privacy issues, break the limitations of time and space, and expand the depth and breadth of students' learning. Students had large and persistent demands for learning resources, and some even increased during the clinical internship, which indicated that blended teaching was conducive to improving students' independent learning abilities. At the same time, students were satisfied with the online database which improved their learning effectiveness and clinical internship experience. Various data showed that incorporating blended teaching into clinical internships enhanced students' core clinical competencies. Conclusion This practice fills the shortcomings of existing research and has positive reference significance for promoting the deepening development of blended teaching and the reform of internship courses.

VL  - 9
IS  - 1
ER  -

Copy | Download