中华医学教育杂志

中华医学教育杂志 ›› 2023, Vol. 43 ›› Issue (10): 751-754.DOI: 10.3760/cma.j.cn115259-20221126-01485

• 教学方法 • 上一篇    下一篇

基于情境创设的卫生经济学课程教学模式实施效果评价

吴建1, 吴义然1, 付晓丽1, 何燕1, 叶贝珠1, 曾鑫1, 孙亮1, 马赫2, 苗豫东1   

  1. 1郑州大学公共卫生学院社会医学与卫生事业管理教研室,郑州 450001;
    2河南中医药大学管理学院,郑州 450046
  • 收稿日期:2022-11-26 出版日期:2023-10-01 发布日期:2023-10-07
  • 通讯作者: 苗豫东, Email: meldon@zzu.edu.cn
  • 基金资助:
    河南省研究生教育优质课程项目(YJS2021KC07);河南省高等教育教学改革研究与实践重大项目(2021SJGLX002);郑州大学教育教学改革研究与实践项目(2021ZZUJGLX179);河南省高校哲学社会科学创新人才支持计划(2023-CXRC-06);河南省医学教育研究项目(Wjlx2019091)

The effects of situation creation teaching mode for health economics course

Wu Jian1, Wu Yiran1, Fu Xiaoli1, He Yan1, Ye Beizhu1, Zeng Xin1, Sun Liang1, Ma He2, Miao Yudong1   

  1. 1Department of Social Medicine and Health Management, College of Public Health, Zhengzhou University, Zhengzhou 450001, China;
    2School of Management, Henan University of Chinese Medicine, Zhengzhou 450046, China
  • Received:2022-11-26 Online:2023-10-01 Published:2023-10-07
  • Contact: Miao Yudong, Email: meldon1989@163.com
  • Supported by:
    Graduate Education Quality Curriculum Project in Henan Province(YJS2021KC07); Major Project of Henan Province Higher Education Teaching Reform Research and Practice (2021SJGLX002); Zhengzhou University Teaching Reform Research Practice Project (2021ZZUJGLX179); Support Program for Innovative Talents in Philosophy and social Sciences in Henan Province (2023-CXRC-06); Medical Education Research Project in Henan Province (Wjlx2019091)

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摘要： 目的 构建基于情境创设的卫生经济学课程教学模式并评价效果。方法 2016年9月至2021年12月,采用对照研究方式,以郑州大学公共卫生学院选择卫生经济学课程的2016～2021级共215名硕士研究生为研究对象。以2019～2021级106名研究生为试验组,采取情境创设教学模式;2016～2018级109名研究生为对照组,采取传统教学模式。通过比较两组学生的课程考核和访谈结果进行教学评价。数据采用t检验分析。结果 试验组学生课堂表现[(87.36±5.34)分比(84.47±5.38)分]、课后作业[(88.82±5.62)分比(85.95±6.76)分]、期末考试[(84.75±5.18)分比(82.20±4.10)分]和总成绩[(86.48±4.11)分比(84.97±4.52)分]均高于对照组,差异均具有统计学意义(均P＜0.05)。访谈中试验组学生对课程教学效果的评价和学习积极性优于对照组。结论 卫生经济学课程的情境创设教学模式教学效果良好,可以为相关课程改革提供借鉴。

关键词: 课程, 卫生经济学, 情境创设, 教学新模式

Abstract: Objective To build a new teaching mode of health economics course based on situation creation and evaluate the application effects. Methods From September 2016 to December 2021,a total of 215 postgraduates from grade 2016 to 2021 who took Health Economics course in the School of Public Health of Zhengzhou University were selected as participants. Among them, 106 of the 215 postgraduates from grade 2019 to 2021 were designated as the study group, and the new teaching mode based on situational creation method was applied. The rest 109 postgraduates from grade 2016 to 2018 were designated as the control group, using the traditional teaching mode. By comparing the course assessment results of both groups and the respondents from 20 postgraduates interviewed, the effects of the new teaching mode were comprehensively evaluated. T-test were used for measurement data. Results The scores of class performance [(87.36±5.34) vs. (84.47±5.38)], homework scores [(88.82±5.62) vs. (85.95±6.76)], final examination results [(84.75±5.18) vs. (82.20±4.10)] and total scores[(86.48±4.11) vs. (84.97±4.52)] from study group were all significantly higher than those from the control group (all P＜0.05). Meanwhile, the current study revealed that postgraduates interviewed from the study group showed higher praise and enthusiasm for this reform. Conclusions The teaching mode of situation creation for health economics course has achieved good results and can inform the reform of related courses.

Key words: Curriculum, Health economics, Situation creation, New teaching mode

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