师资构成模式对本科生《医学统计学》教学效果的影响  

Faculty structure model on the teaching effect of Medical Statistics course in medical undergraduates

作　　者：俞秋嫣 徐以淅 毛广运[1] 杨新军[1] YU Qiuyan;XU Yixi;MAO Guangyun;YANG Xinjun(Department of Preventive Medicine,Public Health School,Wenzhou Medical University,Wenzhou 325035,China)

机构地区：[1]温州医科大学公共卫生学院流行病与卫生统计学教研室,浙江温州325035

出　　处：《温州医科大学学报》2024年第8期678-683,F0003,共7页Journal of Wenzhou Medical University

基　　金：温州医科大学高等教育教学改革研究项目(JG2021043)。

摘　　要：目的:分析师资构成模式对《医学统计学》教学效果的影响,为优化师资分配、提高教学效果提供依据。方法:选取温州医科大学开设《医学统计学》课程的本科生作为调查对象,自行设计问卷收集信息,从教务系统调取学生总评成绩和任课教师,采用混合效应模型将学生学科专业和所属授课班级设定为随机效应后分析不同师资构成模式对学生总评成绩和知识技能掌握自评得分的影响。结果:共获得1964名学生的有效问卷。理论课由“教授-讲师”、“教授-副教授”、“副教授-讲师”、“讲师-讲师”教授的学生人数和学生总评成绩中位数分别为1186人(60.4%)和81分、251人(12.78%)和86分、286人(14.56%)和80分、241人(12.27%)和80分。实验课由流行病与卫生统计学教研室(本教研室教师)带教的占30%。通过学习同意掌握了该课程的知识和技能的学生有785人(40.0%)。不同理论课师资模式下学生对理论课的内容和教学方法满意度存在差异。学生对实验课课程内容和教学方法的满意度在本教研室教师和非本教研室教师之间差异无统计学意义(P>0.05)。拟合的混合效应模型显示,理论课由“教授-副教授”讲授的学生总评成绩显著高于“教授-讲师”师资构成模式(β=5.036,95%CI=0.065~9.524,P<0.001),理论课和实验课师资构成模式存在交互作用。“副教授-讲师”(β=0.165,95%CI=0.002~0.322,P=0.049)、“讲师-讲师”(β=0.231,95%CI=0.065~0.410,P=0.014)理论课师资模式下的学生知识技能自评得分显著高于“教授-讲师”模式。结论:在今后的教学安排中,可适当提高“教授-副教授”理论授课比例,鼓励讲师丰富自身的教学方法。在实验课教学大纲和课堂作业题库统一的情况下,无需注重实验课带教教师是否为《医学统计学》的专任教师。Objective:To examine the effect of faculty structure model on the teaching effect of Medical Statistics in medical undergraduates.Methods:The undergraduates who take Medical Statistics course in Wenzhou Medical University were selected as the subjects of investigation.The course evaluation through self-designed questionnaire was collected,and the students’grades and lecturers were linked through the academic information system.The mixed effect model was employed to evaluate the effect of faculty structure on the teaching results.Results:A total of 1964 participants completed the questionnaire.The number of undergraduates and median value of total grade was 1186(60.4%)and 81 in the“Professor-Lecturer”pattern,251(12.78%)and 86 in the“Professor-Associated Professor”pattern,286(14.56%)and 80 in the“Associated Professor-Lecturer”pattern,and 241(12.27%)and 80 in the“Lecturer-Lecturer”pattern.There was 30%of undergraduates whose experimental course were given by teachers from the Office of Epidemiology and Health Statistics(the E&HS office).A total of 785(40%)undergraduates agreed that they acquired the related knowledge and skills through this course.From the results of mixed effect model,the final grade of undergraduates whose theoretical course given by the professor and associate professor were significantly higher than those given by the professor and lecturer(β=5.036,95%CI=0.065-9.524,P<0.001),and the interaction effect existed between the theoretical pattern and the experimental pattern of faculty structure.The undergraduates whose theoretical course were given by the“Associated Professor-Lecturer”pattern(β=0.165,95%CI=0.002-0.322,P=0.049)and the“Lecturer-Lecturer”pattern(β=0.231,95%CI=0.065-0.410,P=0.014)achieved higher self-evaluated scores in the acquired knowledge and skills than the“Professor-Lecturer”pattern.Conclusion:In teaching theoretical courses,it is appropriate to increase the proportion of the“Professor-Associated Professor”pattern and encourage the lecturers to

关 键 词：师资构成 教学质量 调查问卷 医学统计学 混合效应模型 

分 类 号：G642.0[文化科学—高等教育学]