摘要
目的探索不同层次水平军校学员临床试验理论授课的效果,为有效提升军队医学院校学员的临床试验课程授课效果提供循证依据。方法采用整群抽样选择解放军医学院2016年9月~2017年9月选修临床试验课程的博士、硕士、专升本3类不同学历各类专业的全体学员共922名,根据学历的不同,将其分为博士学员组、硕士学员组和专升本学员组。授课前后分别采用统一的问卷进行面对面调查,包括是非判断题10道,对每道题的正确率进行前后比较,同时针对专升本学员的基础和学习目的进行调查。结果共发放问卷1844份,有效问卷1644份,其中博士学员组828份,硕士学员组716份,专升本学员组100份。硕士学员组与博士学员组授课后总分均显著高于授课前,差异均有统计学意义(均P <0.05),同时每项问题正确率均有所提升,但提升程度因题而异;专升本学员组授课前后总分比较,差异无统计学意义(P> 0.05);授课前博士学员组总分高于硕士学员组与专升本学员组;授课后硕士学员组总分高于博士学员组与专升本学员组,差异均有统计学意义(均P <0.05)。课前摸底调查显示大部分专升本学员授课前未接触或了解过本课程,71.0%的专升本学员选修此课程的目的为有助于论文写作与发表。结论不同学历学员临床试验基础理论掌握程度存在较大差异,应针对不同层次学员进行培训,因人施教。
Objective To explore the effects of students at different levels on the teaching of clinical trial theory, and to provide evidence-based basis for effectively improving the teaching effects of clinical trial courses for students in military medical university. Methods From September 2016 to September 2017, a total of 922 students with doctor′s degree, master′ s degree and upgraded degree from Medical School of Chinese PLA were selected by cluster sampling.According to the difference of educational background, they were divided into the doctor student group, the master student group and the upgraded student group. Before and after the teaching, a unified questionnaire was used for faceto-face investigation, including 10 questions of right and wrong judgment. The accuracy of each question was compared before and after, and at the same time, the basic knowledge and learning purpose of the upgraded students were investigated. Results A total of 1844 questionnaires were issued, of which 1644 were valid, including 828 for doctoral student group, 716 for master student group, and 100 for upgraded student group. The total scores of the master students group and the doctor students group were significantly higher after teaching than before, with statistically significant differences(all P < 0.05). Meanwhile, the accuracy of each question increased, but the degree of improvement was different according to the questions. There was no statistically significant difference in the total score of the upgraded students before and after teaching(P > 0.05). The total score of the doctor students group before teaching was higher than that of the master students group and the upgraded students group. After teaching, the total score of the master student group was higher than that of the doctor student group and the upgraded student group, and the differences were statistically significant(all P < 0.05). According to the survey before class, most of the upgraded students had not contacted or understood of this course before teaching, and 71.0%of the upgraded students took this course for the purpose of helping to write and publish papers. Conclusion Students with different educational backgrounds have different degrees in mastering basic theory of clinical trials. Therefore, training should be conducted for students at different levels and teaching should be conducted according to the individual.
作者
赛晓勇
石锦浩
宋玉健
马立芝
孙媛媛
SAI Xiaoyong;SHI Jinhao;SONG Yujian;MA Lizhi;SUN Yuanyuan(Institute of Geriatrics,the 2nd Medical Center of PLA General Hospital National Clinical Research Center for Geriatric Diseases,Beijing 100853,China;Department of Emergency Medicine,the 3rd Medical Center of PLA General Hospital,Beijing 100039,China)
出处
《中国医药导报》
CAS
2020年第10期74-77,共4页
China Medical Herald
关键词
教学评估
研究生教育
临床试验
横断面调查
Teaching evaluation
Postgraduate education
Clinical trials
Cross sectional survey
