Reforming Clinical Pharmacokinetics Education: A Study on the Implementation of the SPOC Blended Learning Model

Main Article Content

Jingyi Lu
Yanping Chen
Mengyu Li
Xiaofang Zhang
Ji Li
Jian Yang


Objective: This study investigates the effectiveness of the Small Private Online Course (SPOC) blended learning model in teaching clinical pharmacokinetics, focusing on its impact on students' academic performance, engagement, and satisfaction compared to traditional classroom teaching methods.

Methods: The study involved 311 third-year undergraduate clinical pharmacy students at a designated academic center, randomly assigned to either the experimental group (SPOC blended learning) or the control group (traditional teaching). The data collection encompassed final exam scores, regular assessment results, and satisfaction questionnaire responses. Statistical analysis was conducted using SPSS, including t-tests, correlation, regression, and factor analyses.

Results: The experimental group displayed a higher average final exam score (79.86 vs. 78.08) and a lower standard deviation, indicating more consistent performance compared to the control group. Engagement, as measured by regular assessment scores, was significantly higher in the experimental group (average score of 75.61 vs. 68.95). Satisfaction levels were also notably superior in the SPOC group (significant t-value of -6.210, p<0.001). Correlation and regression analyses provided additional insights into the relationships between teaching methods, student engagement, satisfaction, and academic performance.

Conclusion: The SPOC blended learning model demonstrates a positive influence on students' academic performance, engagement, and satisfaction in the context of clinical pharmacokinetics. These findings suggest the model's potential as an effective alternative to traditional teaching methods in complex, interdisciplinary academic subjects.

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