文章摘要
胡晓琴,梁慧婷,孙泽雨,东靓,戚家豪,雷立健,王素萍.研究生流行病学课程教学模式改革初探[J].中华流行病学杂志,2022,43(4):586-590
研究生流行病学课程教学模式改革初探
Exploration on the reformation of epidemiology teaching mode for postgraduates
收稿日期:2021-04-07  出版日期:2022-04-16
DOI:10.3760/cma.j.cn112338-20210407-00286
中文关键词: 研究生|流行病学|教学改革
英文关键词: Postgraduate|Epidemiology|Teaching reformation
基金项目:国家自然科学基金(81803326);山西省研究生教育改革研究课题(2020YJJG134,2018JG47);山西省应用基础研究(201801D221265);山西医科大学教学改革创新项目(GXJ202011);中华医学会医学教育分会和中国高等教育学会医学教育专业委员会医学教育研究课题(2020A-N02036)
作者单位E-mail
胡晓琴 山西医科大学公共卫生学院流行病学教研室, 太原 030001  
梁慧婷 山西医科大学公共卫生学院流行病学教研室, 太原 030001  
孙泽雨 山西医科大学公共卫生学院流行病学教研室, 太原 030001  
东靓 山西医科大学公共卫生学院流行病学教研室, 太原 030001  
戚家豪 山西医科大学公共卫生学院流行病学教研室, 太原 030001  
雷立健 山西医科大学公共卫生学院流行病学教研室, 太原 030001  
王素萍 山西医科大学公共卫生学院流行病学教研室, 太原 030001 spwang88@163.com 
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中文摘要:
      目的 探讨适宜研究生流行病学课程的教学模式,为改善和提升教学质量提供科学思路和依据。方法 课程按教学进度分三个阶段进行,即传统教学、传统教学+案例讨论、在线理论学习+案例讨论。分别比较三个阶段学生测试成绩的变化,并对学生对各阶段教学方式的倾向性进行问卷调查。结果 214名学生在三个阶段的测试成绩均呈现上升趋势,且差异有统计学意义(P<0.001)。多数学生更注重知识的系统性和重点知识的讲解,多数学生认为理论知识和案例讨论的教学时间应均衡分配,更多学生选择与专业相关的中文文献作为教学案例,多数学生认为通过案例讨论教学提高了自学和沟通能力。结论 研究生流行病学课程教学改革,应进一步推动传统教学与案例讨论有机融合、在线学习作为有力补充的新型模式,并采取有效手段和方式进行考核评价,提高研究生教学质量。
英文摘要:
      Objective To explore the suitable teaching mode of epidemiology for postgraduates, so as to provide techniques for improving and enhancing the teaching quality.Methods The course was divided into three stages according to the teaching progress, which was, traditional teaching, traditional teaching and case discussion, online learning and case discussion. The test scores in three stages were compared respectively, and the students' willingness to teaching methods was investigated by questionnaire. Results The scores of 214 students showed an upward trend in three stages, and the differences were statistically significant (P<0.001). Most students paid more attention to the knowledge systematization and important knowledge. Most students proposed that the teaching time between theoretical knowledge and case discussion should be evenly distributed. More students chose Chinese literature related to their major as teaching cases. Most students believed that case discussion improved the skills of self-study and communication. Conclusion The epidemiology course for postgraduate should integrate the traditional teaching and case discussion, with online learning as a supplementary, and take effective methods to evaluate, so as to improve the teaching quality of postgraduate.
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