中华医学教育杂志

中华医学教育杂志 ›› 2019, Vol. 39 ›› Issue (4): 276-279.DOI: 10.3760/cma.j.issn.1673-677X.2019.04.009

• 教学方法 • 上一篇    下一篇

案例教学方法在干预医学硕士研究生统计学态度中的应用效果

张玉海1, 苏海霞2, 尚磊1, 谭志军1   

  1. 1空军军医大学预防医学系卫生统计学教研室,西安 710032;
    2空军军医大学预防医学系流行病学教研室,西安 710032
  • 收稿日期:2018-06-02 发布日期:2020-12-11
  • 通讯作者: 张玉海,Email:zhyh@fmmu.edu.cn,电话:029-84772180
  • 基金资助:
    “全军学位与研究生教育研讨会”课题(YJZX15D13)

Effects of case-based teaching method on medical postgraduates' attitudes toward statistics

Zhang Yuhai 1, Su Haixia2, Shang Lei1, Tan Zhijun1   

  1. 1Department of Health Statistics, School of Public Health,Air Force Medical University, Xi'an 710032, China;
    2Department of Epidemiology, School of Public Health, Air Force Medical University, Xi'an 710032, China
  • Received:2018-06-02 Published:2020-12-11
  • Contact: Zhang Yuhai, Email:zhyh@fmmu.edu.cn, Tel: 0086-29-84772180
  • Supported by:
    “Military Degree and Postgraduate Education Seminar”Project(YJZX15D13)

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摘要： 目的 调查医学硕士研究生的统计学态度现状,并评价案例教学方法对医学硕士研究生统计学态度的干预效果。方法 采用实验对照和问卷调查方法。将空军军医大学2016级243名医学硕士研究生分成实验组90人和对照组153人,实验组采用案例教学方法,对照组采用常规教学法。采用中文版统计学态度调查量表,在教学前后分别测量两组医学硕士研究生的统计学态度,并分析教学实施过程对其统计学态度的干预效果。结果 教学实施前,医学研究生的统计学态度得分为(4.76±0.81)分,在价值维度得分相对较高,情感和认知能力维度得分居中,难度维度得分较低。教学实施前实验组和对照组医学统计学态度得分分别为(4.80±0.79)分和(4.74±0.69)分,两组医学硕士研究生的统计学态度得分差异无统计学意义(t=0.62,P=0.55)。教学实施前后实验组和对照组医学研究生统计学态度变化分别为[-0.12(-0.40,-0.02)]分和[-0.27(-0.56,-0.11)]分,两组医学硕士研究生的统计学态度得分差异具有统计学意义(Z=1.98,P=0.048)。实验组和对照组在难度维度的统计学态度变化分别为[-0.25(-0.45,-0.04)]分和[-0.27(-0.54,-0.17)]分,差异无统计学意义(Z=0.37,P=0.710)。结论 医学研究生的统计学态度尚可,并且医学研究生普遍认为统计学课程难度较大。案例教学方法可以在一定程度上改善医学研究生对统计学的负面态度,但在改善难度认知方面无明显效果。在医学研究生的培养过程中,教师需要关注学生对统计学的态度,并尝试不同的教学方法进行必要的干预。

关键词: 医学研究生, 医学统计学, 统计学态度, 案例教学方法

Abstract: Objective To investigate medical postgraduates' attitudes toward statistics and evaluate the effects of intervention with case-based learning (CBL). Methods Control experiment and questionnaire method were used. Totally 243 medical postgraduates from the Medical University of the Air Force were divided into two classes, Ninety of them were taught partly by CBL as experiment group, and 153 students were taught by classic method as control group. Postgraduates were measured twice by pre-form and post-form of the Chinese version of survey of attitudes toward statistics scale (SATS) in beginning and end of the course, and the effect of case-based teaching method to remedy the negative attitudes was valuated. Results In the beginning of the course, postgraduates' SATS score was(4.76±0.81)points, the score in the value dimension was relative high, affect dimension and cognitive competence dimension were moderate and difficulty dimension was low. Postgraduates' SATS score of the experimental group and the control group were (4.80±0.79) points and (4.74±0.69) points, There was no significant difference in SATS score between two groups in the beginning of the course (t=0.62, P=0.55). After the course,postgraduates' SATS score changes of the experimental group and the control group were [-0.12(-0.40,-0.02)] points and [-0.27(-0.56,-0.11)] points, there was a significant difference in SATS score changes between two groups (Z=1.98, P=0.048). On the difficult dimension, postgradute's score change of the experimental group and control group were [-0.25(-0.45,-0.04)] points and [-0.27(-0.54,-0.17)] points, and there was no statistic differernce between two groups (Z=0.37,P=0.710). Conclusions Medical postgraduates'attitudes toward statistics are acceptable and they thought statistics was a difficult course. To some extent, case-based teaching method can remedy the negative attitudes to statistics held by medical postgraduates, but the effect on remedying the difficult feeling to statistics was not found. Teachers should pay more attention to students' attitudes toward statistics in medical postgraduate training, and try to provide necessary interventions by adopting different teaching methods.

Key words: Medical postgraduate, Medical statistics, Attitudes toward statistics, Case-based teaching

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