混合式教学在非预防医学专业流行病学教学中的运用

目的 通过自评问卷对大样本非预防医学专业学生作流行病学的混合式教学评价，为今后的教学改革提供参考。方法 以2015级非预防医学专业的399名学生为研究对象，通过问卷调查从教师评价、教学环节、教学效果三个维度分析，计数资料用构成比、率表示，组间比较采用χ2检验。结果 发放问卷共399份，有效率97.2%。结果发现在教师评价方面:大多数学生认同网络学习中教师的指导作用(占91.95%)，对其课上引导思维的方法表示满意(占86.34%)，认为其教学态度很好(占95.87%)，赞同采用混合式教学授课(占92.01%)。在教学环节方面:与课前调查对比发现，学生更认可网络教学对学习的效果(Z = - 4.928;P＜0.001)，对课程的网络学习资源表示满意(占98.2%)，对目前混合式教学模式表示满意(占92.53%)。在教学效果评价方面:大多数学生在网络教学中有很高的参与度(占81.96%)，表示新教学模式拓展了思维空间，激发了学习兴趣(占78.35%)，认为其提高了学生思维能力、决策能力和综合素质(占82.73%)。结论 混合式教学在流行病学课程的应用中取得明显成效，可为今后的教学改革作重要参考。

Application of mixed teaching method in epidemiology teaching for non-preventive medicine major students

To evaluate the mixed teaching method of epidemiology teaching through surveying a large sample of non-preventive medicine major students using self-assessment questionnaire, in order to provide reference for future teaching reforms. Methods A total of 399 non-preventive medicine major students in grade 2015 were selected for questionnaire survey covering teacher evaluation, teaching links, and teaching effects. The count data were expressed by composition ratio and rate, and the comparison between groups was performed by chi-square test. Results A total of 399 questionnaires were distributed, with an effective rate of 97.2%. In terms of teacher evaluation, students agreed with the teachers’ guidance role in online learning(91.95%), and were satisfied with the method of guiding and cultivating thinking in class(86.34%), and thought that teachers’ attitude was very good(95.87%), and agreed with mixed teaching methods for teaching(92.01%). In terms of teaching, compared with before-class surveys, students were more likely to approve the effect of online teaching(Z =-4.928; P <0.001), were satisfied with the online learning resources of the course(98.2%), and were satisfied with the mixed teaching method(92.53%). In terms of teaching effect evaluation, students had a high degree of participation in online teaching(81.96%), indicated that the new teaching model expanded the thinking and stimulated learning interest(78.35%),and believed that it improved students’ thinking ability, decision-making ability and overall quality(82.73%). Conclusion Blended teaching has achieved obvious results in the application of epidemiology courses, which can be an important reference for future teaching reforms.