With the rapid development of internet technology, online education has become an important trend in the education industry. Especially under the influence of the global COVID-19 epidemic, online teaching has been widely applied and promoted. However, there are also some problems with online teaching, such as a lack of realism and low student engagement. Therefore, exploring the integration of online and offline teaching models has become a hot research topic in the field of education. This article will analyze the reform strategy of integrating online and offline teaching in university mathematics courses, aiming to explore how to improve the teaching effectiveness of university mathematics courses and promote students' learning interest and ability through the integration of online and offline teaching.

To address gaps in practical skills among Public Health and Preventive Medicine graduates, an ‘open collaborative practice teaching model’ integrating medicine, teaching, and research was introduced. A cross-sectional study surveyed 312 Preventive Medicine undergraduates at a Yunnan medical university from 2020 to 2023, utilizing satisfaction scores and analyses (cluster, factor, SWOT) to assess the impact of the reform. Satisfaction scores from baseline, mid-term, and end-term assessments showed minor variations (4.30, 4.29, 4.36), with dissatisfaction primarily related to teaching content and methods. Key influences on satisfaction included teaching content, methods, and effectiveness. The SWOT analysis highlighted the importance of continuously updating teaching strategies to meet changing student expectations. This study suggests that the model has the potential for wider use in enhancing public health education, particularly in regions facing similar challenges.