《医学微生物学课程》分别开展成果导向教育和翻转课堂教学改革效果比较的 Meta 分析
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王忠良,黄雪芹 夏颖,姚依君,王鹏,邓卫峰,罗欣悦,曾雅斐,张思怡,吴高莉
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长沙医学院,湖南长沙,410219
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摘要:目的:系统评估成果导向教育(OutcomeBasedEducation,OBE)模式与翻转课堂模式于《医学微生物学》课程教学改革中对学生学业成绩产生的影响,对比两种模式的教学效果差异,为优化课程教学设计提供循证依据。方法:借助计算机检索中国知网(CNKI)、万方数据、维普数据库等,收集自建库起至2025年3月发表的有关OBE与翻转课堂在医学微生物学教学中应用的对照研究。由两名研究者分别独立完成文献筛选、数据提取以及方法学质量评价工作。运用Stata18.0软件开展Meta分析,计算标准化均差(SMD)及其95%置信区间(CI),评估异质性并实施亚组分析,借助漏斗图、Egger检验和敏感性分析评估发表偏倚与结果稳健性。结果:共纳入8项研究,涉及1346名学生。Meta分析显示,OBE组(SMD=1.385,95%CI:0.782~1.988)和翻转课堂组(SMD=1.216,95%CI:0.653~1.779)学生成绩均显著高于传统教学组(P<0.001)。亚组分析表明,融合混合式教学与形成性评价的OBE模式在提高教学质量和学生学习成效方面效果最佳。异质性较高(I2=85.3%),但发表偏倚不显著(P=0.312)。结论:OBE模式与翻转课堂模式在提升学生学业成绩方面均表现出有效性,特别是在深度融合混合教学与过程评价时,OBE模式展现了更优的表现。建议在教学改革中依据课程目标灵活选用或整合两种模式,注重教学设计与评价体系的系统化建设。
关健词:成果导向教育;翻转课堂;医学微生物学;教学改革;元分析 |
A Meta-analysis comparing the effects of outcome-oriented education and flipped classroom teaching reforms in the "Medical Microbiology Course"
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Zhongliang Wang,Xueqin Huang,Ying Xia,Yijun Yao,Peng Wang,Weifeng Deng,Xinyue Luo,Yafei Zeng,Siyi Zhang,Gaoli Wu
School of Medicine,Changsha Medical College,Changsha,Hunan, 410219
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Abstract:Objective:To systematically evaluate the impact of the Outcome-Based Education(OBE)model and the flipped classroom model on students' academic performance in the teaching reform of "Medical Microbiology" course,and compare the differences in teaching effects between the two models to provide an evidence-based foundation for optimizing the course teaching design. Methods:By searching databases such as CNKI,Wanfang Data,and VIP via computer,studies comparing the applications of OBE and flipped classroom models in medical microbiology teaching since their inception were identified. Data up to March 2025 were collected from the database. Two researchers independently carried out literature screening,data extraction,and methodological quality evaluation tasks. A meta-analysis was conducted utilizing Stata 18.0 software to calculate the standardized mean difference(SMD)and its 95% confidence interval(CI),assess heterogeneity,and perform subgroup analysis. The funnel plot,Egger test,and sensitivity analysis were employed to evaluate publication bias and assess the robustness of the results. Results:A total of A total of 8 studies were included in this analysis,encompassing 1346 students. Research has consistently shown that both the Outcomes-Based Education(OBE)model and the flipped classroom approach significantly enhance academic performance. Meta-analyses indicate that students in the OBE group(SMD=1.385,95%CI:0.782-1.988)and the flipped classroom group ( SMD=1.216 , 95%CI : 0.653-1.779 ) outperform those in traditional teaching settings(P<0.001).Subgroup analysis revealed that the integration of the Outcome-Based Education(OBE)model with blended teaching and formative assessment yielded the most effective outcomes. The heterogeneity was high (I2=85.3%),but the publication bias did not exhibit statistical significance(P=0.312). In conclusion,both the OBE model and the flipped classroom model have demonstrated effectiveness in enhancing students' academic performance in the course of "Medical Microbiology". Notably,the OBE model shows superior performance when it deeply integrates blended teaching and process evaluation. Therefore,it is advisable to flexibly select or integrate these two models during teaching reform,while also placing emphasis on the systematic construction of the teaching design and evaluation system.
Keywords : Outcome-oriented Education;Flipped Classroom;Medical Microbiology;Teaching Reform;Meta-analysis
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