Higher Education Research

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

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

DOI 10.11648/j.her.20240901.12
Published in Higher Education Research (Volume 9, Issue 1, February 2024)
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
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Cite This Article
  • 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

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    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

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    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

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  • @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}
    }
    

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  • 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  - 

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Author Information
  • 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

  • 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

  • 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

  • School of Health Management, Southern Medical University, Guangzhou, China

  • 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

  • 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

  • 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

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