“跨学科+行业导师”教学模式实施效果评估——以“全球卫生概论”课程为例  

Evaluation of the Implementation Effect of“Interdisciplinary and Industry Lecturer”Teaching Mode:Take“Introduction to Global Health”as an Example

作　　者：侯思涵 廖婧 王学东 刘运国[6] 张逸 顾菁 李菁华[1,2,3] 郝春 HOU Sihan;LIAO Jing;WANG Xuedong;LIU Yunguo;ZHANG Yi;GU Jing;LI Jinghua;HAO Chun(School of Public Health,Sun Yat-sen University,Guangzhou 510080,China;Centre for Health Information Research,Sun Yat-sen University,Guangzhou 510080,China;Global Health Institute,Institute of State Governance,Sun Yat-sen University,Guangzhou 510275,China;School of International Relations,Sun Yat-sen University,Guangzhou 510275,China;Center for Oceanian Studies,Sun Yat-sen University,Guangzhou 510275,China;Global Health Research Center,Duke Kunshan University,Kunshan 215316,China;World Bank,Washington 20433,United States of America)

机构地区：[1]中山大学公共卫生学院,广东广州510080 [2]中山大学卫生信息研究中心,广东广州510080 [3]中山大学国家治理研究院全球卫生研究中心,广东广州510275 [4]中山大学国际关系学院,广东广州510275 [5]中山大学大洋洲中心,广东广州510275 [6]昆山杜克大学全球健康研究中心,江苏昆山215316 [7]世界银行,美国华盛顿特区20433

出　　处：《医学教育研究与实践》2024年第4期368-378,共11页Medical Education Research and Practice

基　　金：2022年中山大学本科教学质量工程类项目(中大教务〔2022〕91-498)。

摘　　要：目的评价在“全球卫生概论”课程中实行学科导师与跨学科或行业导师联合授课的实施效果,为全球卫生教育的发展提供方向。方法在某高校公共卫生学院面向大四年级预防医学和大二年级护理学专业本科生开设的“全球卫生概论”专业必修课中应用该教学模式。通过调查问卷,从对全球卫生知识认知、个人能力提升、学习与从事相关研究工作的热情等8个方面对授课老师的教学效果进行多维度的评分,并通过开放性问题调查学生对学习全球卫生知识重要性的认识。采用Wilcoxon符号秩和检验分析公共卫生学科导师与跨学科或行业导师评教得分差异,并对开放性问题进行定性分析。结果公共卫生学科导师与跨学科或行业导师的教学评分没有统计学差异(P值分别为0.570、0.924、0.160、0.477)。在预防医学学生中,跨学科导师的评教总得分高于公共卫生学科导师(P=0.039),但在护理学学生中则未发现该差异。并且,相比于公共卫生学科导师,经过行业导师1、行业导师2和跨学科导师的授课后,所有学生对于学习全球卫生知识的重要性认识具有统计学意义的提升(P值分别为0.002、0.009、0.011),但经过行业导师3的授课后未发现该提升(P=0.732);在预防医学学生中也发现相似的结果(P值分别为0.004、0.012、0.003、0.581)。在护理学学生中则发现,相比于行业导师1、行业导师2,公共卫生学科导师的授课能够提升学生获取全球卫生信息的能力(P值分别为0.026、0.009)。结论本次教学改革在一定程度上提高了学生们对学习全球卫生知识重要性的认识,但针对不同跨学科或行业导师以及不同专业学生之间的研究结果存在差异。在今后的课程实施与改革中,应结合不同专业学生的专业水平、能力培养需求与未来的职业规划,以及跨学科与行业导师的教学经验与工作经历,继续积极探索跨学科或�Objective To evaluate the implementation effect of joint teaching of disciplinary lecturer and interdisciplinary or industry lecturer in“Introduction to Global Health”course to provide guidance for the development of global health education.Methods The teaching mode was applied to“Introduction to Global Health”course offered by the School of Public Health in a university,which was a compulsory course for fourth-year Preventive Medicine undergraduates and second-year Nursing undergraduates.Through a questionnaire,the teaching effect of lecturers was scored in a multi-dimensional evaluation from 8 aspects including the awareness of global health knowledge,personal skill improvement,enthusiasm for learning and engaging in related research work.Students’awareness of the importance of learning global health knowledge was surveyed through open-ended questions.The differences between the teaching evaluation scores of Public Health lecturers and interdisciplinary or industry lecturers were quantitatively analyzed using the Wilcoxon signed-rank test,and qualitative analysis was conducted on open-ended questions.Results There was no statistical difference in the overall teaching evaluation of interdisciplinary or industry lecturers compared with Public Health lecturers(P-values were 0.570,0.924,0.160,0.477,respectively).Among Preventive Medicine students,interdisciplinary lecturers acquired higher evaluation scores than Public Health lecturers(P=0.039),but such difference was not found among Nursing students.Moreover,compared with Public Health lecturers,after the teaching of the first and second industry lecturers and interdisciplinary lecturer,all students had statistically significant improvement on the awareness of the importance of learning global health knowledge(P-values were 0.002,0.009,0.011,respectively),but there was no improvement after the teaching of the third industry lecturers(P=0.732).The similar results were observed among Preventive Medicine students(P-values were 0.004,0.012,0.003,0.581,respec

关 键 词：全球卫生概论 课程模式 跨学科导师 行业导师 教学效果评估 

分 类 号：G642.0[文化科学—高等教育学]