流行病学“综合教学模式”对临床医学生学习情况的影响

目的 了解临床医学生在基础学习阶段和专业实习阶段对流行病学的学习情况，并比较流行病学“综合教学模式”与“传统教学模式”对学习情况的影响。方法 采用自设的调查问卷，对164名参与“综合教学模式”的学生（CTM学生）和131名参与“传统教学模式”的学生（TTM学生）进行流行病学学习情况调查。结果 TTM学生在专业实习阶段认为流行病学课程重要的比例为80.62%，重视课程的比例为65.89%，优于其在基础学习阶段的51.94%和37.21%，差异均有统计学意义。CTM学生与TTM学生对流行病学的认知情况显示:喜欢课程的比例基本相同，分别为35.37%、35.66%；认为课程重要的比例分别为62.58%、51.94%，重视课程的比例分别为48.87%、37.21%，认为课程理论实习联系紧密的比例分别为71.95%、38.46%，认为理论实习比例合理的比例分别为57.93%、34.82%，CTM学生均优于TTM学生，差异均有统计学意义；CTM学生对流行病学课程内容总体掌握情况优于TTM学生，差异有统计学意义。 结论 进入专业实习阶段后，临床医学生对流行病学的认识逐渐加深。“综合教学模式”使临床医学生对流行病学的认识及对课程学习的掌握情况均在一定程度提前到基础学习阶段，有助于与临床接轨，对流行病学课程教学有一定的指导意义。

Effect of "Comprehensive Teaching Mode" on the learning among clinical medical students in epidemiology course

Objective The aim of this study was to understand the learning of epidemiology among clinical medical students in the basic learning stage and professional practice stage, as well as the effect of "Comprehensive Teaching Mode" and "Traditional Teaching Mode" in epidemiology course. Methods A total of 164 clinical medical students under "Comprehensive Teaching Mode" (CTM students) and 131 clinical medical students under "Traditional Teaching Mode" (TTM students) were sampled and investigated with a self-designed questionnaire to understand the learning of epidemiology. Results TTM students' awareness on the importance of epidemiology was 80.62% and the degree of attention was 65.89% in the professional stage, better than 51.94% and 37.21% in the basic learning stage respectively. There was significant difference. CTM and TTM students' cognition of epidemiology were shown in proportions as follows: the interest rates were basically the same, 35.37% and 35.66% respectively; rates to consider epidemiology important were 62.58% and 51.94% respectively; rates to pay attention to the course were 48.87% and 37.21% respectively; rates to consider theory and practice closely related were 71.95% and 38.46% respectively; rates to consider the proportion of theory and practice reasonable were 57.93% and 34.82% respectively; CTM students were superior to the TTM students, and there were significant differences; CTM students were superior to TTM students in mastery of epidemiology, and there was a statistically significant difference. Conclusion After entering professional practice stage, clinical medical students' understanding of epidemiology was gradually deepened. "Comprehensive Teaching Mode" in epidemiology course helped clinical medical students' cognition and mastery of epidemiology advanced to the basic learning stage to some extent, which was helpful for clinical practice, and also had some guiding sense for epidemiology course.