| 基于模拟教学法的临床相关专业流行病学教学实践与效果评价 |
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| 引用本文： | 辛军国,杨晓虹,陈晓芳,陈卫中,陈建,曾子倩.基于模拟教学法的临床相关专业流行病学教学实践与效果评价[J].现代预防医学,2022,0(11):2101-2106. |
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| 作者姓名： | 辛军国 杨晓虹 陈晓芳 陈卫中 陈建 曾子倩 |
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| 作者单位： | 成都医学院公共卫生学院,四川 610500 |
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| 摘 要： | 目的 探索模拟教学法在临床相关本科专业流行病学课程教学中的应用及效果。方法 将平行开课的4个临床相关专业大班按整群随机的方法分为试验组(n=162)和对照组(n=166),对照组按传统方法教学,试验组给予基于模拟流行病学调查/试验的案例讨论教学法,课终采用问卷结合考试成绩评价教学效果。组间比较采用卡方检验、t检验或秩和检验。结果 试验组对于流行病学课程的学习兴趣(Z=-3.820,P<0.001)、课程的重要性和意义评价(Z=-4.713,P<0.001)、该课程难易程度评价(Z=-4.220,P<0.001)、开展流行病学调查和实施医学研究的信心(Z=-4.316,P<0.001)、课终考试成绩(Z=-3.631,P=0.002)均高于对照组; 并认为课程有助于提升文献阅读能力(Z=-4.618,P<0.001)、独立思考与解决问题能力(Z=-5.892,P<0.001),对科研设计与实施(Z=-3.851,P<0.01)、对学习其他课程(Z=-6.177,P<0.001)以及对逻辑思维、系统思维、多元思维形成(Z=-4.506,P<0.001)等有较大帮助,和对照组比较,差异均有统计学意义。结论 基于模拟流行病学调查/试验的案例讨论教学法,能够帮助学生整体上理解和掌握流行病学课程内容,提高学生分析和解决实际问题的能力,值得进一步探索和应用。
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| 关 键 词： | 流行病学 模拟教学法 临床相关专业 教学效果 |
Teaching practice and effect evaluation of epidemiology in clinical related majors based on the simulation teaching method |
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| XIN Jun-guo,YANG Xiao-hong,CHEN Xiao-fang,CHEN Wei-zhong,CHEN Jian,ZENG Zi-qian.Teaching practice and effect evaluation of epidemiology in clinical related majors based on the simulation teaching method[J].Modern Preventive Medicine,2022,0(11):2101-2106. |
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| Authors: | XIN Jun-guo YANG Xiao-hong CHEN Xiao-fang CHEN Wei-zhong CHEN Jian ZENG Zi-qian |
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| Affiliation: | School of Public Health,Chengdu Medical College, Chengdu, Sichuan 610500, China |
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| Abstract: | Objective To explore the application and effect of simulation teaching method in epidemiology teaching for clinical related undergraduate majors. Methods Four large classes of clinical related majors were randomly divided into experimental group(n=162)and control group(n=166). The control group was taught according to the traditional method, and the experimental group was given the case discussion teaching method based on simulated epidemiological survey or experiment. The teaching effect was evaluated by questionnaire combined with the examination results at the end of the course. Chi square test, t-test or rank sum test was used for comparison between groups. Results The study interest(Z=-3.820, P<0.001), evaluation of the importance and significance of the course(Z=-4.713, P<0.001), evaluation of the difficulty of the course(Z=-4.220, P<0.001), confidence in carrying out epidemiological investigation and medical research(Z=-4.316, P<0.001)and the average examination score(Z=-3.631, P=0.002)at the end of the course of students in the experimental group were higher than those in the control group. Compared with the control group, the experimental group believed that the course was helpful for improving literature reading ability(Z=-4.618, P<0.001), independent thinking and problem-solving ability(Z=-5.892, P<0.001), and was of great help for scientific research design and implementation(Z=-3.851, P<0.01), learning other courses(Z=-6.177, P<0.001)and the formation of logical thinking, systematic and multiple thinking(Z=-4.506, P<0.001). And the differences were all statistically significant. Conclusion The case discussion teaching method based on simulated epidemiological survey or experiment can help students understand and master the contents of epidemiology course as a whole and improve students’ ability and level of analyzing and solving practical problems, which is worthy of further exploration and application. |
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| Keywords: | Epidemiology Simulation teaching method Clinical medicine specialty Teaching effect |
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