预防医学专业《卫生统计学》教学模型评价及影响因素分析  

Evaluation of teaching evaluation model of"health statistics"for preventive medicine major and analysis of influencing factors

作　　者：王琪 罗江洪[1] 吴春眉 罗明明 许琪 邱伟[1] WANG Qi;LUO Jiang-hong;WU Chun-mei;LUO Ming-ming;XU Qi;QIU Wei(Department of Preventive Medicine,Gannan Medical University,Ganzhou,Jiangxi 341000;Jiangxi Cancer Hospital,Nanchang,Jiangxi 330000)

机构地区：[1]赣南医学院预防医学系,江西赣州341000 [2]江西省肿瘤医院,江西南昌330000

出　　处：《赣南医学院学报》2021年第10期1072-1076,共5页JOURNAL OF GANNAN MEDICAL UNIVERSITY

基　　金：江西省教育改革课题(JXJG-16-13-6);赣南医学院校级教改课题(Jgkt-2017-26)。

摘　　要：目的:对预防医学专业《卫生统计学》教学模型进行评价并分析影响知识掌握度和教学满意度的因素,为改进《卫生统计学》教学方法,提高《卫生统计学》的教学质量提供理论依据。方法:以某高校2014—2017级预防医学专业学生为研究对象,从预防医学专业学生的课程认知度、学习行为情况、师生沟通度、知识掌握度和课程满意度入手,采用SmartPLS 3.1.2构建PLS-SEM模型,并进行模型的评价及影响因素分析。结果:模型的5个潜变量的Cronbach'sα值、CR值均大于0.7;AVE值均大于0.5;AVE的平方根均高于各潜变量的相关系数;各显变量与潜变量的外部模型载荷差异均有统计学意义(P<0.001);各潜变量的路径系数差异均有统计学意义(P<0.05)。学习行为情况以及师生沟通度对知识的掌握情况有直接影响,影响程度由高到低依次为:学习行为情况(路径系数=0.442,P<0.001)、师生沟通度(路径系数=0.422,P<0.001);学科的认知度、师生沟通度和知识掌握度对课程的满意度有直接的正向影响,影响程度由高到低依次为:师生沟通度(路径系数=0.277,P<0.001)、课程认知度(路径系数=0.249,P<0.001)、知识掌握度(路径系数=0.229,P<0.001)。结论:预防医学专业《卫生统计学》教学效果模型具有一定的实用性。学习行为情况、师生沟通度是知识掌握度的直接影响因素;学科的认知度、师生沟通度和知识掌握度是课程满意度的直接影响因素。Objective:To improve teaching method and teaching quality of Health Statistics,the teaching model of Health Statistics for preventive medicine majors was evaluated and the influencing factors affecting knowledge mastery and teaching satisfaction were analyzed.Methods:Questionnaire survey to undergraduate students of preventive medi⁃cine in grade 2014—2017 was conducted,using smartpls 3.1.2 to construct and evaluate PLS-SEM model,and to ex⁃plore the influencing factors.Model evaluation included five aspects:curriculum recognition,learning behavior,teach⁃er-student communication,knowledge mastery and curriculum satisfaction.Results:The cronbach'sαand CR values of five latent variables were all greater than 0.7,and the AVE values were all above 0.5;all the square roots of the AVE were higher than the correlation coefficients of each latent variable;external factor load and path coefficient were statisti⁃cally significant(P<0.05).Learning behavior and teacher-student communication had a direct influence on the knowl⁃edge mastery,the degree of influence was in the following order:learning behavior(path coefficient=0.442,P<0.001),teacher-student communication(path coefficient=0.422,P<0.001).Curriculum recognition,teacher-student communication and knowledge mastery had a direct effect on teacher-student communication,the degree of influence is in the following order:teacher-student communication(path coefficient=0.277,P<0.001),curriculum recognition(path coefficient=0.249,P<0.001),and knowledge mastery(path coefficient=0.229,P<0.001).Conclusion:Teaching evaluation model of"Health Statistics"for preventive medicine majors has certain practicability.Learning be⁃havior and teacher-student communication are the direct influencing factors of knowledge mastery,while curriculum rec⁃ognition,teacher-student communication and knowledge mastery are the directin fluencing factors of curriculum satisfaction.

关 键 词：卫生统计学 PLS-SEM模型 教学模型 

分 类 号：R195.1[医药卫生—卫生统计学]