Medical Education Management ›› 2025, Vol. 11 ›› Issue (3): 310-316.doi: 10.3969/j.issn.2096-045X.2025.03.010

Previous Articles     Next Articles

Online-offline blended teaching model in pediatric dermatology from the perspective of constructivism

Miao Chaoyang, Xu Zigang, Zhang Bin*   

  1. Department of Dermatology, Beijing Children's Hospital, Capital Medical University, National Center for Children's Health, Beijing 100045, China
  • Received:2024-08-19 Online:2025-06-20 Published:2025-07-25

PDF

158

Abstract:

Pediatric Dermatology is a discipline that closely integrates theoretical knowledge with clinical practice. However, traditional teaching methods predominantly employed in this field urgently require reform to better cultivate medical professionals with solid theoretical foundations and strong clinical thinking skills. Taking the Pediatric Dermatology course as an example, this study explores the design and implementation of an online-offline blended teaching model from a constructivist perspective. The blended teaching model effectively integrates course resources while combining the complementary advantages of both online and offline instruction. The incorporation of constructivist learning theory promotes students' autonomous learning and deep learning. This new teaching model follows a "problem-based, collaboration-enhanced, student-centered, and teacher-guiding" principle, forming a three-stage teaching process encompassing "pre-class, in-class, and post-class" activities. It incorporates multiple pedagogical strategies including self-directed learning, case-based teaching, flipped seminars, and problem-driven methodologies to comprehensively develop pediatric dermatology students' professional competencies and clinical diagnostic thinking, while simultaneously enhancing teachers' professional development in pedagogical skills.

Key words: pediatric dermatology,  constructivist learning theory,  online and offline blended teaching,  case-based learning,  problem-based learning

CLC Number: