预防医学专业本科生实践教学效果评价  

Evaluation of the practical teaching effect on the undergraduates of pre ventive medicine

作　　者：武媛媛[1] 王金桃[1] 李颖[1] 周芩[1] 

机构地区：[1]山西医科大学公共卫生学院流行病学教研室,山西太原030001

出　　处：《中华疾病控制杂志》2012年第4期357-359,共3页Chinese Journal of Disease Control & Prevention

摘　　要：目的对预防医学专业本科生的实践教学效果及模式进行评价,为指导今后的预防医学实践教学提供依据。方法使用统一的问卷,对166名预防医学专业学生的科研能力和综合素质进行调查,评价预防医学实践教学(A模式:在学校进行实践;B模式:在疾病预防控制中心进行实践;C模式:先在学校后在疾病预防控制中心进行实践)的效果。结果实践教学后,3种模式在完成课题设计、掌握论文写作方法、掌握文献查阅方法、熟练掌握计算机操作方面的差异均无统计学意义(均有P>0.05),在完成综述和译文、熟练掌握实验操作方面的差异均有统计学意义(均有P<0.05);所有学生的综合素质在实践教学前后的差异均有统计学意义(均有P<0.05);实践教学后,3种模式在预防为主的观念、正确收集资料、数据处理及统计分析、知识面拓宽、自学能力、创造性思维能力、人际关系协调能力、组织调查能力、分析和解决问题能力方面的差异均无统计学意义(均有P>0.05),在心理等整体素质、口头表达能力、综合运用知识方面的差异均有统计学意义(均有P<0.05)。结论经预防医学实践教学,所有学生的综合素质都有显著的提升,在完成综述和译文、熟练掌握实验操作方面,在学校实践的学生优于在疾病预防控制中心实践的学生,而心理等整体素质、口头表达能力、综合运用知识方面,在疾病预防控制中心实践的学生要优于在学校实践的学生。Objective To evaluate the effect and modes of pra ctical teaching on the undergraduates of preventive medicine,so as to provide e vidence to guide the practical teaching of preventive medicine in the future.Methods Scientific research ability and comprehensive quality wer e investigated among 166 undergraduates of preventive medicine through uniform q uestionnaire,to assess the effect of three practical teaching modes（A mode： pr actice in the school;B mode： practice in the Centers for Disease Control and Pr evention;C mode： practice in the school at first and then in the Centers for Di sease Control and Prevention）.Results The difference on desi gning projects ability,writing thesis,searching literature and using computer masterly had no statistical significance among three practical teaching modes（ P0.05）,and on completing overview and translation,mastering experimental methods had statistical significance（P0.05）.Before and after practical teaching,the difference of all students on c omprehensive quality had statistical significance（P0.05）. After practical teaching the difference on ideas of prevention,collecting th e data correctly,processing data and statistical analysis,broaden knowledge,s elf-study ability,creative thinking ability,interpersonal skills,organize in vestigation,analysis and solving problem had no statistical significance among three practical teaching modes（P0.05）,on psychological quali ty,oral expression ability and comprehensively applying knowledge had statistic al significance among three practical teaching modes（P0.05）. Conclusions The comprehensive quality of all students have significant improvement after practical teaching of preventive medicine.On completing overview and translation,mastering experime ntal methods,the students practicing in the school are better than those in the Centers for Disease Control and Prevention,while on psychological quality,oral expression and comprehensively applying knowledge,the students practicing in t he Centers for Disea

关 键 词：预防医学 教学 问卷调查 

分 类 号：R1[医药卫生—公共卫生与预防医学] R192