Study on the application of LBL+PBL+MOOC combined flipped classroom teaching mode in clinical practice of neurology for international students

Objective To explore the effect of the joint flipped classroom teaching mode of lecture-based learning (LBL), problem-based learning (PBL), and Massive Open Online Courses (MOOCs) on the clinical practice results of international students majoring in clinical medicine. Methods From June 2018 to June 2019, a total of 80 international students in the 6-year clinical medicine graduation practice stage in the First Affiliated Hospital of Harbin Medical University were randomly divided into 4 groups, with 20 students in each group, and four different teaching modes were used for neurology practice teaching: Group 1 adopted LBL mode; Group 2 adopted PBL mode; Group 3 adopted LBL+PBL mode; Group 4 adopted LBL+PBL+MOOCs combined flipped classroom teaching mode. After each class, the students' feedback on the teaching mode was investigated by questionnaire, and four groups of students were given a comprehensive examination of theoretical and clinical skills after practice. Results The international students taught with the combined LBL+PBL+MOOCs flipped classroom teaching mode have significantly higher mastery of clinical knowledge, proficiency in clinical skill operation, and ability in clinical case analysis than those in the other three groups (P < 0.05). Their satisfaction with professional knowledge coverage, clinical thinking cultivation, and teaching experience was significantly higher than that of the other three groups (P < 0.05). Conclusion The combination of LBL+PBL+MOOCs in clinical practice teaching for international students has a remarkable effect, which can effectively stimulate students' subjective initiative, cultivate students' autonomous learning ability and problem-solving ability, obviously improve interns' academic performance, clinical knowledge mastery ability, clinical skill operation ability, and clinical case analysis ability, improve the overall teaching effect and teaching satisfaction rate, and have positive teaching significance for the improvement of comprehensive teaching quality.