摘要
目的:了解医学硕士研究生本科阶段流行病学课程学习情况及需求,为医学本科生流行病学课程的教学改革提供科学依据。方法:采用自行设计的问卷对某医科大学2018级新入校医学硕士研究生162人进行调查。结果:93.2%(151/162)的学生认为流行病学课程很重要,56.2%(91/162)的学生认为流行病学课程很难。35.8%的学生认为流行病学课程教学方式好,42.6%的学生认为教学进度安排好,33.3%的学生认为教学内容好,74.1%的学生认为教学课时安排好。只有25.3%的学生本科阶段流行病学课程中安排了实践环节,83.3%的学生认为有必要在课程中安排实践环节。结论:医学硕士研究生认为流行病学课程很重要,但认为课程学习难度较大,大多数学生认为应该开设实践环节。建议本科生流行病学课程设置应改革传统的纯理论教学模式,增加案例分析等实践教学环节,通过各种途径激发学生的学习兴趣。
Objective:To investigate the study situation and demand of undergraduate course of epidemiology for medical postgraduates, and to provide scientific basis for the teaching reform of epidemiology course for medical undergraduates. Methods:A self-designed questionnaire was used to investigate 162 newly enrolled medical postgraduates in a medical university in 2018. Results:93.2%(151/162) of the students thought the epidemiology course was very important and 56.2%(91/162) of the students thought the epidemiology course was very difficult. 35.8% of the students think the teaching method of epidemiology is good, 42.6% think the teaching schedule is good, 33.3% think the teaching content is good, 74.1% think the teaching time is good. Only 25.3 percent of the students have arranged practice in the epidemiology course at the undergraduate level, and 83.3 percent think it is necessary to arrange practice in the course. Conclusion:The postgraduate medical students think that epidemiology course is very important, but they think that it is difficult to learn. It is suggested that the curriculum of epidemiology for undergraduates should reform the traditional pure theory teaching mode, increase the practical teaching links such as case analysis, and stimulate students’ learning interest through various ways.
作者
叶运莉
李卉
费丽平
张容
刘娅
YE Yun-li;LI-Hui;FEI Li-ping(Public Health Department of Southwest Medical University,Sichuan Luzhou 646000,China)
出处
《微量元素与健康研究》
CAS
2020年第4期48-50,共3页
Studies of Trace Elements and Health
基金
泸州医学院教育教学改革研究重点项目(编号2012006)
泸州医学院教育教学改革研究项目(编号2013009)。
关键词
流行病学
本科生
研究生
教学改革
Epidemiology
undergraduates
graduate students
teaching reform
