| 临床医学专业《流行病学》实习课程改革效果评价 |
| |
| 引用本文： | 任政,史宇晖,纪颖,张华明,马德福,赵艾,王燕玲,刘宝花,常春,刘爱萍.临床医学专业《流行病学》实习课程改革效果评价[J].现代预防医学,2015,0(20):3830-3833. |
| |
| 作者姓名： | 任政 史宇晖 纪颖 张华明 马德福 赵艾 王燕玲 刘宝花 常春 刘爱萍 |
| |
| 作者单位： | 北京大学公共卫生学院，北京 100191 |
| |
| 摘 要： | 摘要:目的 探讨对临床八年制医学生流行病学实习课进行“教师主导模式”及“学生主导模式”改革的效果，探索适合学生更好地完成流行病学习的教学模式。方法 实习课由4名教师同时带教，采取“教师主导模式”与“学生主导模式”相结合的授课方式。课程结束后，采用自行设计的调查问卷，共调查220名完成教改后《流行病学》课程学习的学生，并同步进行教学访谈，与20名学生进行面对面交流，从实习课教学过程、教学效果等方面总结教学改革效果。结果 93.30%的学生总体认可实习课两种教学模式相结合的整体教学方式。定量结果显示，“教师主导模式”教学目标清晰（84.69%），教学内容合理（86.60%），授课方式好（66.99%）；“学生主导模式”课堂气氛效果好（50.24%），能鼓励学生主动学习（73.68%），有助于提高和改善学生的团队协作能力（80.38%）、思考钻研的能力（77.03%）、理解科研问题的能力（65.07%）等。访谈结果也显示:“教师主导模式”课堂讲解更系统、清晰、减轻课后负担，更容易把握重点知识；“学生主导模式”虽然对学生的要求提高，有一定的挑战性，但课堂教学气氛较好，不仅有助于学生积极主动地学习，同时也有助于培养学生的独立思考和创新能力。结论 实习课课程改革有明显成效，“学生主导”的实习课教学模式整体课堂效果较好。两种教学模式侧重培养学生能力的不同方面，应根据教学内容及难度选择教学方式，根据具体情况将两种教学模式相融合。充分发挥助教力量。多措并举，提高流行病教学改革水平。
|
| 关 键 词： | 关键词:流行病学 教师主导模式 学生主导模式 教学改革 教学效果 |
Evaluation of Practice Curriculum Reform in Epidemiology Course by Clinical Medical Students |
| |
| REN Zheng,SHI Yu-hui,JI Ying,ZHANG Hua-ming,MA De-fu,ZHAO Ai,WANG Yan-ling,LIU Bao-hua,CHANG Chun,LIU Ai-ping.Evaluation of Practice Curriculum Reform in Epidemiology Course by Clinical Medical Students[J].Modern Preventive Medicine,2015,0(20):3830-3833. |
| |
| Authors: | REN Zheng SHI Yu-hui JI Ying ZHANG Hua-ming MA De-fu ZHAO Ai WANG Yan-ling LIU Bao-hua CHANG Chun LIU Ai-ping |
| |
| Affiliation: | School of Public Health, Peking University, Beijing 100191, China |
| |
| Abstract: | Abstract: Objective This work was to understand the evaluation of practice curriculum reform in epidemiology course by clinical medical students and to compare the Teacher-centered Mode" and "Student-Centered Mode". Methods Four teachers were responsible for four practice lessons. After the whole curriculum, a self-designed questionnaire was used to investigate the third-year students who were in a 8-year program and had fully completed the new mode studying. At the same time, personal deep interview was conducted with 20 students. Results 93.30% of students accepted the new teaching mode. By questionnaire survey results, for "Teacher-Centered Mode", the teaching objective was clearer (84.69%), teaching content was more reasonably (86.60%), and teaching methods were better (66.99%). The class atmosphere of "Student-Centered Mode" was better (50.24%). "Student- Centered Mode" can encourage active learning, and improve team collaboration (80.38%), study ability (77.03%) and the understanding to scientific researches (65.07%), and so on. According to qualitative interviews, the advantages of Teacher-Centered Mode included systematic and clear explanation to knowledge and being easier to grasp the key information. Student-Centered Mode was more challenging but the class atmosphere was better. It helped students not only study actively, but also develop their ability of independent thinking and innovation. Conclusion Practice curriculum reform has brought good results. Further improvement should be made. We should choose appropriate teaching methods according to teaching content since two modes focus on different abilities. Teaching assistant should also take more responsibilities. |
| |
| Keywords: | Keywords: Epidemiology Teacher-Centered mode Student-Centered mode Teaching reform Teaching effect |
|
| 点击此处可从《现代预防医学》浏览原始摘要信息 |
|
点击此处可从《现代预防医学》下载全文 |
|
