地方医学院校通识课程设置满意度调查分析

目的了解学生对通识课程设置的满意度现况，分析地方医学院校综合性通识课程设置中存在的问题，为通识课程设置改革提供依据和参考。方法采用分层随机抽样的方法，利用自行设计调查问卷对某地方医学院校不同专业的575名学生进行问卷调查。问卷内容涉及对象基本情况、对现有通识课程的认知与满意程度、对通识课程的需求、现阶段通识课程设置存在的问题以及意见和建议四大方面，共设计题目54道。调查数据使用SPSS19．0软件进行分析，结果采用相对数（率和百分比）表示，通过秩和检验分析不同专业、不同年级学生满意度之间的差异．P〈0．05为差异具有统计学意义。结果调查显示医学生对现阶段通识课程设置的总体满意度不高，仅有219人（38％）对现有通识课程设置比较满意；认为没有感觉、开不开设无所谓的学生有256人（45％）；认为不满意的学生有100人（17％）。此外，不同年级的学生对通识课程开设的满意度差别无统计学意义（P=0．798），但不同专业的学生其满意度差异具有统计学意义（P=0．007）。结论医学院校通识课程的设置不能盲目追求广而全，应从打造核心课程体系、灵活授课方式、改革教学方法三方面入手，全面提升通识课程授课效果。

Analysis of general curriculum satisfaction survey in local medical college

Objective To learn students＇ satisfaction with the general education courses, discuss the problems in comprehensive general education courses in local medical colleges , and provide the basis and reference for the medical general education courses reform. Methods Using the stratified random sampling method, self-designed questionnaire to local medical colleges of 575 different professions students. The questionnaire had the total of 54 topics whose contents were related to the basic situation awareness and satisfaction, the demand for general education courses, general education curriculum problems and suggestions. The survey data were analyzed using SPSS 19.0 software and the results were expressed by the relative number（rate and percentage）. The differences between different majors and different grade student satisfaction were analyzed by using ranksum test, showing statistical significance（P〈0.05）. Results The total satisfaction was not very high, only 219 students（38%） were satisfied with general curriculum;256 students（45%） thought it didn＇t matter whether to set general education courses;100 students（17%） were not satisfied. In addition, satisfaction with different grades was undifferentiated （P=0.798）, but there was a statistical difference among the students of different professions（P=0.007）. Conclusion The general education curriculum of medical schools should not blindly pursue being wide and full. Instead, it should be built from three aspects such as core curriculum, flexible teaching methods, teaching methods reform to enhance teaching effectiveness.