AIM To explore the application and effect of blended teaching based on conventional teaching+“rain classroom+flipped classroom” in the practical course of blood pressure measurement for medical undergraduates.
METHODS Take the course “blood pressure measurement” as an example. One hundred and fifty-nine students majoring in clinical medicine, aeronautical medicine and medical psychology of grade 2018 were taught in conventional teaching mode (control group), 50 students majoring in stomatology and basic medicine of grade 2019 were taught in conventional teaching+“rain classroom” mode (experiment group 1) and 53 five-year-program students majoring in clinical medicine, aeronautical medicine and medical psychology of grade 2019 were taught in conventional teaching+“rain classroom+flipped classroom” mixed teaching (experimental group 2). In order to comprehensively compare the effectiveness of different teaching models, classroom investigation and analysis were carried out through three dimensions, including in-class test score, teaching effect and student evaluation.
RESULTS Compared with those in control group, the scores of in-class test, classroom teaching effect and student evaluation in experimental group 2 were significantly higher (P<0.05, P<0.01).
CONCLUSION The mixed teaching mode based on conventional teaching+“rain classroom+flipped classroom” not only improves the students’ blood pressure measurement skills, but also strengthens the students’ grasp of clinical medical knowledge and learning initiative, and effectively improves the quality of teaching.