文章摘要
辛愿,史洪静,卓琳,詹思延,王胜锋.中外流行病学通识教育教学模式效果评价的系统综述和启示[J].中华流行病学杂志,2022,43(6):922-930
中外流行病学通识教育教学模式效果评价的系统综述和启示
A qualitative systematic review and enlightenment of teaching models and evaluation in the general education of epidemiology in China and abroad
收稿日期:2021-09-09  出版日期:2022-06-16
DOI:10.3760/cma.j.cn112338-20210909-00722
中文关键词: 流行病学;通识教育;教学模式;教学效果;系统综述
英文关键词: Epidemiology;General education;Teaching model;Teaching effect;Systematic review
基金项目:北京大学医学部教育教学研究立项课题(2020YB39);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重点项目
作者单位E-mail
辛愿 北京大学公共卫生学院流行病与卫生统计学系, 北京 100191  
史洪静 北京大学公共卫生学院流行病与卫生统计学系, 北京 100191  
卓琳 北京大学第三医院临床流行病学研究中心, 北京 100191  
詹思延 北京大学公共卫生学院流行病与卫生统计学系, 北京 100191
北京大学第三医院临床流行病学研究中心, 北京 100191 
siyan-zhan@bjmu.edu.cn 
王胜锋 北京大学公共卫生学院流行病与卫生统计学系, 北京 100191 shengfeng1984@126.com 
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中文摘要:
      目的 系统梳理国内外流行病学通识教育教学模式的效果评价研究,为流行病学通识教育发展和教学改革提供借鉴。方法 系统检索PubMed、Embase、Web of Science和中国知网、Sinomed、万方数据资源系统等中英文数据库,筛选出研究流行病学通识教育不同教学模式的文献。采用叙述整合的方法将纳入文献归类,并评价教学效果,进行定性系统综述。结果 共纳入45篇文献(中文28篇,英文17篇),涉及14种教学模式,包括联合教学模式、基于问题的学习模式(PBL)、项目设计模式、案例教学模式(CBL)和其他。除个别文献结果如项目设计、网络平台或翻转课堂模式外,其余创新教学模式的效果均优于传统教学模式。国内外文献教学模式分布存在差异,国外种类多样,多集中于联合模式和软件/网络平台教学;国内种类较国外更单一,运用最多的是联合教学模式和PBL模式,且对比不同教学模式的研究比国外少。结论 流行病学通识教育还在早期摸索阶段,多种创新教学模式较传统模式的教学效果有所提高,鼓励根据教学目标和学生特点综合运用多种教学策略,将理论知识与实践运用结合,将流行病学通识性知识与跨专业知识结合,培养学以致用的复合型人才。
英文摘要:
      Objective This study aims to systematically sort out the effectiveness evaluation of the general education teaching models in epidemiology at home and abroad and provide a reference for the development and reform of epidemiology education. Methods A systematic search of English databases such as PubMed, Embase, and Web of Science and Chinese databases such as CNKI, Sinomed, Wanfang, etc., were used to screen out the literature on different general teaching models of education in epidemiology. Each literature's teaching effect will be summarized and evaluated to conduct a systematic qualitative review in the narrative integration method, Results A total of 45 articles (28 in Chinese and 17 in English) were included in this study, involving 14 teaching models, including mixed teaching models, PBL (problem-based learning), project designing models, and CBL (case-based learning) and other teaching models. Except for some teaching models such as project design, network platform, and flipped classroom model, the teaching effect of other innovative models is better than that of the traditional model. The distribution of teaching models was different in Chinese and foreign literature. Foreign teaching models were diverse, mainly concentrated in mixed teaching models and software/network platform learning. Domestic teaching models were relatively fixed. The mixed teaching model and PBL model were the most widely used in China, and there were fewer comparative studies between different teaching models than in foreign countries. Conclusion General education in epidemiology is still in the early exploration stage. Compared with the traditional lecture model, the effect of various innovative teaching models has been improved. According to teaching objectives and student characteristics, we encourage extensive use of different teaching strategies, combining theoretical knowledge with practical applications and integrating epidemiological knowledge with inter-professional knowledge. Thus, students who can apply what they learn are becoming interdisciplinary talents our society needs.
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