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ZHANG, SHULING, ZHANG, KUIMEI, WANG, XIAOXIA, ZHANG, PEIPEI, LI, JIEJIE, CAO, WENMING. (1405). Implementing a Three-Phase Four-Dimensional Blended Learning Model in Obstetrics and Gynecology Clinical Training: A Quasi-Experimental Study. سامانه مدیریت نشریات علمی, 14(4), 335-341. doi: 10.30476/jamp.2026.109725.2316
SHULING ZHANG; KUIMEI ZHANG; XIAOXIA WANG; PEIPEI ZHANG; JIEJIE LI; WENMING CAO. "Implementing a Three-Phase Four-Dimensional Blended Learning Model in Obstetrics and Gynecology Clinical Training: A Quasi-Experimental Study". سامانه مدیریت نشریات علمی, 14, 4, 1405, 335-341. doi: 10.30476/jamp.2026.109725.2316
ZHANG, SHULING, ZHANG, KUIMEI, WANG, XIAOXIA, ZHANG, PEIPEI, LI, JIEJIE, CAO, WENMING. (1405). 'Implementing a Three-Phase Four-Dimensional Blended Learning Model in Obstetrics and Gynecology Clinical Training: A Quasi-Experimental Study', سامانه مدیریت نشریات علمی, 14(4), pp. 335-341. doi: 10.30476/jamp.2026.109725.2316
ZHANG, SHULING, ZHANG, KUIMEI, WANG, XIAOXIA, ZHANG, PEIPEI, LI, JIEJIE, CAO, WENMING. Implementing a Three-Phase Four-Dimensional Blended Learning Model in Obstetrics and Gynecology Clinical Training: A Quasi-Experimental Study. سامانه مدیریت نشریات علمی, 1405; 14(4): 335-341. doi: 10.30476/jamp.2026.109725.2316

Implementing a Three-Phase Four-Dimensional Blended Learning Model in Obstetrics and Gynecology Clinical Training: A Quasi-Experimental Study

Journal of Advances in Medical Education & Professionalism
دوره 14، شماره 4، دی 2026، صفحه 335-341    اصل مقاله (562.78 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30476/jamp.2026.109725.2316
نویسندگان
SHULING ZHANG1؛ KUIMEI ZHANG1؛ XIAOXIA WANG1؛ PEIPEI ZHANG1؛ JIEJIE LI1؛ WENMING CAO* 2
1Department of Gynecology, Changle People’s Hospital, Weifang, Shandong, China
2Department of Gynecology, Pingshan District Central Hospital of Shenzhen, Guangdong, China
چکیده
Introduction: A significant challenge in obstetrics and gynecology (OB/GYN) training is effective translation of theoretical knowledge into clinical competence. To address this gap, we developed and evaluated a structured “Three-Phase Four-Dimensional” (3P4D) blended learning model to enhance clinical skill acquisition among medical students during their obstetrics and gynecology clerkship.
Methods: A quasi-experimental design was adopted, as it allowed for rigorous comparison of educational interventions while accommodating the practical constraints of clinical rotation
scheduling in a real-world teaching hospital. A total of 126 fifth-year clinical medical students undertaking their obstetrics and gynecology clerkship were enrolled. To ensure strict group size equality, we randomly assigned participants using block randomization with a fixed block size of 6. Within each block, a predetermined allocation ratio of 2:2:2 to the three groups was applied and randomly permuted via a computer-generated sequence, guaranteeing a final distribution of exactly 42 students per group: traditional lecture-based learning (LBL), online-intensive learning (OL), and the novel online–offline blended learning (OBL) group implementing the full 3P4D model. Outcome measures included Objective Structured Clinical Examination (OSCE), knowledge-based tests, procedural skill assessments, and a self-developed satisfaction questionnaire with
established validity (content validity index>0.80; construct validity confirmed through exploratory factor analysis). Data were analyzed using IBM SPSS Statistics for Windows, Version 25.0. Intergroup comparisons were performed using one-way ANOVA; where significant differences were detected, post-hoc pairwise comparisons were conducted using the Least Significant Difference (LSD) test.
Results: The OBL group demonstrated significantly higher scores in OSCE (89.5±4.2 vs. 80.3±4.8 vs. 76.8±5.1, P<0.001), skill operation (90.2±4.0 vs. 81.0±5.5 vs. 78.5±6.0, P<0.001), and learner satisfaction (4.6±0.5 vs. 3.8±0.7 vs. 3.5±0.8, P<0.001) compared to OL and LBL groups, respectively. Knowledge scores showed no significant differences among the groups.
Conclusion: The 3P4D blended learning model effectively enhanced clinical skill acquisition and competency transformation among medical students during their OB/GYN clerkship, bridging the gap between theoretical knowledge and clinical practice.

تازه های تحقیق
کلیدواژه‌ها
Learning؛ Clinical competence؛ Obstetrics and gynecology؛ Medical education
مراجع
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