| 朱益民,乐园罗,余运贤,王建炳,金明娟,唐梦龄,陈坤.预防医学专业流行病学课程建设探索与实践[J].Chinese journal of Epidemiology,2017,38(12):1713-1715 |
| 预防医学专业流行病学课程建设探索与实践 |
| Exploration and practice in the construction of curriculum on epidemiology in preventive medicine |
| Received:June 17, 2017 |
| DOI：10.3760/cma.j.issn.0254-6450.2017.12.026 |
| KeyWord: 流行病学 案例教学 以学生为中心 课程建设 |
| English Key Word: Epidemiology Case teaching Student-centered Curriculum construction |
| FundProject: |
| Author Name | Affiliation | E-mail | | Zhu Yimin | Department of Epidemiology, Zhejiang University School of Public Health, Hangzhou 310058, China | | | Le Yuanluo | Department of Epidemiology, Zhejiang University School of Public Health, Hangzhou 310058, China | | | Yu Yunxian | Department of Epidemiology, Zhejiang University School of Public Health, Hangzhou 310058, China | | | Wang Jianbing | Department of Epidemiology, Zhejiang University School of Public Health, Hangzhou 310058, China | | | Jin Mingjuan | Department of Epidemiology, Zhejiang University School of Public Health, Hangzhou 310058, China | | | Tang Mengling | Department of Epidemiology, Zhejiang University School of Public Health, Hangzhou 310058, China | | | Chen Kun | Department of Epidemiology, Zhejiang University School of Public Health, Hangzhou 310058, China | ck@zju.edu.cn |
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| Abstract: |
| 流行病学是预防医学本科专业的一门主干课程。目前流行病学教学以传统灌输式，即教师授课、学生听讲的教学模式为主。该模式存在很大的局限性。浙江大学流行病学课程组尝试采用以教师为主导、以学生为中心、以问题为导向，探索理论教学、流行病学案例讨论与课程实践相结合的综合教学模式。通过对两届学生开展新教学实践的结果表明，学生学习兴趣得到激发，积极性增强，学习效果提高，总体教学效果改善明显。该教学改革为国内高校开设同类专业课程的建设提供借鉴和参考，为课程建设的进一步改进与完善奠定了坚实的基础。 |
| English Abstract: |
| Epidemiology is one of main courses for undergraduate students majoring in preventive medicine. There are some limitations in the traditional epidemiology teaching, which is usually characterized in indoctrinated education:"lectured by the teachers and listened by the students." In Zhejiang University, staff of the epidemiology division tried to explore a new teaching mode as ‘student-centered, teacher-leading, question-based, and combining with literature discussion and course practice.’ After practicing for two years, students were inspired in learning initiatives, with teaching effectiveness obviously improved. |
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