卫生应急管理案例教学适用性调查分析

目的 实证卫生应急管理案例教学的适用性,为促进案例教学法的推广提供实证依据.方法 采用问卷调查法,了解卫生应急管理案例教学亲历者对案例教学及其作用的态度和看法.结果 被调查者中,认为案例教学适用的占95.4％,对案例教学满意的占68.2％;分别有96.1％和85.4％的教师和学员喜欢案例教学;在案例教学在卫生应急管理培训中效果的影响因素调查中,分别有91.0％和84.6％的教师和学员选择了“案例的选取和设计的合理性”,84.6％和80.2％选择了“教师的实践经验”,82.1％和68.1％选择了“教师的理论水平及对案例的把握程度”.采用李科特五分制法评价卫生应急管理案例教学在提升13项能力方面的作用大小,结果显示,各项得分都＞3(1表示作用很小,5表示作用很大).其中,教师(学员)对“解决实际问题的能力”、“掌握卫生应急管理关键流程”两项评分最高,分别为4.22(4.02)和4.08(4.10).结论 案例教学在卫生应急管理培训中很受欢迎,作用明显,应该通过案例库建设、加强师资培训等措施推广其运用.

Investigation and analysis on the applicability of case teaching applied in health emergency management training

Objective To investigate the applicability of health emergency management case teaching empirically to provide evidences for the promotion of case teaching method. Methods Questionnaire was used to understand the attitudes and opinions of teachers and students on case teaching applied in the health emergency management. Results Respondents who thought the case teaching was appropriate accounted for 95.4% , who thought that case teaching was satisfactory accounted for 68.2%. 96. 1% and 85.4% of the teachers and students loved the case teaching. As for the factors influencing the teaching effect on health emergency management training, 91.0% and 84. 6% of the teachers and students chosed ＂case selection and the rationality of the design＂, 84.6% and 80.2% of the teachers and students chosed ＂the practical experience of teachers＂, 82. 1% and 68.1% of the teachers and students chosed ＂theory level of teachers and the case of master degree＂. Using Likert scale method to evaluate the effect of health emergency management case teaching in order to improve the 13 capacity, we found that all the scores were greater than 3 （ 1 meaning little-effect, 5 meaning large）. By the teacher （students） , ＂the ability to solve practical problems＂ and ＂master health emergency management key process＂ scored the highest, which was 4. 22 （4.02） and 4.08 （4.10） , respectively. Conclusions The ease teaching in the health emergency management training is welcomable. Construction of the case base and teacher training should be improved, and other measures should be taken to promote the application of the teaching case method.