Journal of Higher Education Research

Objective: To explore the application effect of microclassroom combined with CBL blended teaching in the diagnosis, counseling and treatment of genetic diseases of endocrine system. Methods: 124 students who were interned in the Genetic Center of our hospital were selected, and the time interval of the selected cases was set from January 2022 to July 2024, and the research subjects were grouped into groups with reference to the method of randomized numerical table, in which there were 62 students in the control group and 62 students in the observation group. In the control group, conventional teaching was used, and in the observation group, microclassroom combined with CBL blended teaching was used, and students in all groups were required to continue teaching for 3 months. The assessment scores and critical thinking skills of the two groups were compared statistically. Results: The assessment scores (theoretical knowledge and practical skills) of students in the observation group were higher than those of the control group; the scores of critical thinking skills (truth-seeking, open-mindedness, analytical ability) of both groups were higher than those of the control group after the teaching, and the increase of the observation group was greater than that of the control group, with P<0.05. Conclusion: Adopting a microclassroom combined with the CBL blended program in the teaching of the diagnosis, counseling, and treatment of genetic diseases of the endocrine system is conducive to improving the assessment scores of students, and is beneficial to enhancing their performance. is conducive to improving students' assessment scores and enhancing their critical thinking skills.