Objective: To explore the
construction and application effect of online and offline hybrid teaching of
pathophysiology. Methods: The control group used traditional teaching
methods and the experimental group used online and offline hybrid teaching methods. The teaching effect, students’ satisfaction,
learning interest and scientific research ability of the two groups were
compared. Results: The total score of the control group was 76.45 ±
13.22 and that of the experimental group was 88.35 ± 14.85 (P < 0.05); The teaching satisfaction of the control group was 85% and
that of the experimental group was 97.5%, which was statistically different (P < 0.05); The learning interest and scientific research ability of the
experimental group were higher than those of the control group (P < 0.05). Conclusion: Online and offline hybrid teaching has
effectively improved the teaching effect of pathophysiology, and students’
satisfaction has also been improved. At the same time, it improves students’
interest in learning and cultivates their scientific research ability.
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