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Qiang Lin, Yaxian Qiu, Yanni Zhang, Yuxing Zheng, Lingzi Zhang, Junjie Liang, Yilifate Anniwaer, Yujun Liao , Yueyi Jiang, Shijuan Lang, Wanqi Zhuang, Siyi Luo, Meifeng Zheng, QingHua Yan, Ke Chen , Qiuxia Chen, Haining Ou
(Department of Rehabilitation Medicine, The Fifth Affiliated Hospital of Guangzhou Medical University, Guangzhou, Guangdong, China (mainland))
Med Sci Monit 2021; 27:e931748
Online blended learning, also known as “smart classes”, has benefits when compared with traditional teaching methods that use books and lectures. This study aimed to compare the use of the Smart Class teaching module with traditional teaching on the topic of psychosocial dysfunction during the training of undergraduate occupational therapy (OT) students in China.
MATERIAL AND METHODS: We recruited Grade 2017 OT students as the Smart Class teaching module group and Grade 2016 OT students as the Traditional Class teaching module group to participate in the study. The objective evaluation (assignment score, practical exam score, written exam score, and final score) and subjective evaluation (data from student questionnaires and information from interviews with the lead teacher and assistant teachers) were performed in both groups.
RESULTS: No significant difference was found in the final scores (P=0.874) and students’ questionnaire results between the 2 groups. However, data from the student questionnaires and teacher interviews indicated a preference for combining the Smart Class teaching module and the Traditional Class teaching module.
CONCLUSIONS: The advantage of the Smart Class teaching module is that it can effectively integrate excellent teaching resources across geographical restrictions and it is conducive to promoting independent learning for students and all-around supervision for teaching. The Smart Class teaching module was comparable to traditional teaching methods for the training of undergraduate OT students in China, but was preferred by the students.