对医学研究生《临床流行病学》课程教学的满意度及影响因素分析

目的 了解医学研究生对临床流行病学课程教学的满意度及影响因素，为提升教学质量提供依据。方法 调查对象为某医学院2020级全体研究生，共652人。采用横断面研究设计，以问卷调查的形式收集数据，采用Logistic回归分析教学满意度的影响因素。结果 调查的研究生中统招461名，在职191名。对教材教具及课程安排的评价中，理论教材、实习教材满足学习需求，课程安排合理度方面评价较低；对授课教员及考核方式的各项评价均较高。总体满意度方面，对该课程非常满意和比较满意的比例分别为52.9%和44.3%。总体满意度的影响因素主要包括培养层次、实习教材的实用性、课程安排的合理度、理论结合实习授课方式的合理度、PPT是否满足学习需求、教员授课方式满意度和闭卷考试是否能达到考察知识掌握的目的。 结论 该医学院临床流行病学课程总体满意度较好，但在教材质量及课程安排上仍待提高。提升教材质量、进一步优化教员的授课方式、根据不同类型研究生开展个性化教学、适当增加实习课课时及比重和考试中增加课题设计和文献评价的分数比及等改进措施，可能有助于提升临床流行病学教学的总体满意度。

Study on the Teaching Satisfaction and its Influencing Factors of Clinical Epidemiology Curriculum among Medical Graduate Students

Objective To evaluate the satisfaction rate of clinical epidemiology teaching and its influencing factors among medical graduate students, and to come up with measures for the improvement of teaching quality. Methods All 652 graduate students of 2020 in a medical college were selected for a cross-sectional study. The data were collected from the questionnaire and analyzed using the Logistic regression. Results The graduate students include 461 recruitment graduate students and 191 on-the-job graduate students. The satisfaction rates of teaching materials and the rationality of the curriculum setting were relatively low. The satisfaction rates of the faculty and the examination setting were relatively high. The result shows that the percentages of graduate students who were very satisfied and quite satisfied with the course are 52.9% and 44.3% respectively. The overall satisfaction was correlated with the cultivating categories, the practicability of the internship teaching materials, the rationality of the curriculum setting, the rationality of the theory-combined-with-practice teaching method, whether the PPT meets the learning needs, the satisfaction rate of faculty teaching method, and whether the closed-book exam reflects the knowledge mastery. Conclusion The overall satisfaction rate of clinical epidemiology is fairly good. The quality of teaching materials and the curriculum arrangement still need to be improved. Methods such as optimizing the teaching method of teachers, improving the quality of teaching materials, offering personalized teaching course depending on the type of graduate students, increasing the class hour and the proportion of practice classes and increasing the proportion of subject design and literature evaluation in examination scores may have positive effects on the improvement of the overall satisfaction rate.