多元化教学在医学统计学教学中的探索

目的 提升本校学生对医学统计学课程的重视度、兴趣和医学统计知识的专业应用能力，以全科医学专业为例，探讨多元化教学的应用效果。方法 整群抽取2017级临床医学（全科医学方向）2个班共253人作为研究对象，其中，1班125人为教改组，采用多元化教学模式；2班128人为对照组，采用传统教学模式。课程结束后通过统一命题试卷的考试成绩和教学效果问卷调查进行评价。结果 教改组的应用能力考试成绩高于对照组（t = 6.65，P＜0.05），多元化教学能提高理论课课堂教学满意度（Z = - 2.448，P＜0.05），实践课实用性满意度（Z = - 2.479，P＜0.05），课程专业地位认识（Z = - 2.553，P＜0.05），学习积极性(χ2 = 4.555，P＜0.05)和团队交流能力（χ2 = 7.823，P＜0.05）。结论 相比传统教学模式，该教学模式在全科医学专业医学统计学教学中体现出较好的教学效果，具有一定的推广应用价值，可尝试应用于其他专业并通过更大的样本、更细化的评价来证明。

Exploring the application of diversified teaching method in the teaching of medical statistics

Objective In order to enhance the attention of our students to the course of medical statistics, interest and professional application ability, the general medicine major is taken as an example to explore the application effect of the diversified teaching method. Methods A total number of 253 students from 2 classes of Grade 2017 clinical medicine(general medicine direction) were selected as the research sample. Among them, 125 students from class 1 set up the educational reform group, which used diversified teaching methods. At the same time, 128 students from class 2 set up the control group, which used traditional teaching methods. After the course, the evaluation was conducted through the test scores of the unified proposition test papers and the teaching effect questionnaire. Results The test scores of the teaching reform group were higher than those of the control group(t =6.65, P <0.05). Diversified teaching can improve the satisfaction of classroom teaching in theory class(Z =-2.448, P <0.05), practical satisfaction of practical courses(Z =-2.479, P <0.05),understanding of curriculum professional status(Z =-2.553, P <0.05), learning enthusiasm(χ2=4.555, P <0.05) and team communication ability(χ2=7.823, P<0.05). Conclusion Compared with the traditional teaching mode, the teaching method has a good teaching effect in the teaching of medical statistics in general medicine. It has certain promotion and application value, which can be applied to other professions and proved by larger and more detailed samples.