探讨以学生为中心的线上线下混合式教学方法在交流技能学教学中的效果。

选择2021年9月至2022年1月在中南大学湘雅医院临床技能中心接受交流技能学课程的中南大学2019级临床专业、麻醉专业、口腔专业医学生228人，采取以学生为中心、效果为导向的线上线下混合式教学方法进行授课。选取以2019年9月至2019年12月在中南大学湘雅医院临床技能中心接受交流技能学课程传统教学(线下)方式的中南大学2017级临床专业、麻醉专业、口腔专业医学生187人为对照组。比较两组学生期末交流技能学课程成绩，并分析2019级学生对线上线下混合式教学方法的调查问卷结果。

接受线上线下混合式教学授课的学生成绩及获得优秀(>90分)的学生比例[(91.34±7.76)分，90.35%(206/228)]高于接受传统线下教学授课的学生成绩及获得优秀的学生比例[(85.26±6.38)分，83.42%(156/187)]，差异有统计学意义(t＝－2.55，χ²＝4.03；均P<0.05)。在线上线下混合式教学模式下，82.89%(189/228)医学生认为增加了线上学习的模块，可方便自己安排学习的时间；有65.79% (150/228) 的学生认为新教学模式学习资源更丰富。但有89.47%(204/228)学生认为实践练习的机会不够。课堂角色扮演(85.53%，195/228)是最受学生欢迎的教学环节。

交流技能学课程采用线上线下结合教学方法有利于提高学生的学习效率，提升学生学习的满意度和教学效果。

To explore the effect of student-centered online and offline blending teaching method in " Communication Skills" teaching.

A total of 228 clinical, anesthesiology and stomatology students from Central South University in grade 2019 were selected to receive " Communication Skills" course at the Clinical Skills Center of Xiangya Hospital, Central South University from September 2021 to January 2022. The courses were taught through a student-centered, result-oriented, online and offline blending teaching method. A total of 187 medical students majoring in clinical, anesthesia and stomatology of Central South University in grade 2017 who received traditional teaching (offline) of " Communication Skills" course at the Clinical Skills Center of Xiangya Hospital, Central South University from September 2019 to December 2019 were selected as the control group. The results of the final " Communication Skills" course scores of the 2 groups of students were compared, and the questionnaire results of the students in grade 2019 on the blended online and offline teaching methods were analyzed.

The students′ scores and the proportion of students achieving excellence (greater than 90 points) of online and offline blending teaching group [(91.34±7.76)points, 90.35%(206/228)] were higher than that of traditional offline teaching group [(85.26±6.38)points, 83.42%(156/187)], and the differences were statistically significant (t=-2.55, χ²=4.03, all P<0.05). Under the online and offline blending teaching model, 82.89%(189/228) of medical students thought that the online learning module could facilitate their own learning time, and 65.79%(150/228) of them thought that the new teaching model had more learning resources. However, 89.47%(204/228) of the students believed that there were not enough opportunities for practical exercises. Classroom role-playing (85.53%, 195/228) was the most popular teaching activity among students.

The combination of online and offline teaching method in the course of " Communication Skills" is beneficial to improve the learning efficiency of students and enhance the satisfaction of students and teaching effect.