目的 通过对不同专业医学生对医学机能学实验教学的安排和教学方法的需求调研分析,探索更加科学和高效的医学机能学实验教学方法。方法 采用问卷调查方法,选取北京大学2017级和2018级临床医学、基础医学、口腔医学、预防医学专业925名本科生为调查对象,就医学机能学实验教学环节的需求和建议进行调查,通过χ²检验对不同专业学生的选择进行比较。结果 关于授课时长,43.6%(199/456)的临床医学专业和39.1%(75/192)的基础医学专业学生希望教师每节课授课时长在21分钟~30分钟,高于预防医学专业学生的20.9%(14/67);关于授课内容,基础医学专业学生选择实验原理的占比92.7%(178/192),远远高于其他专业学生;实验操作时,88.8%(405/456)的临床医学专业学生和88.0 %(169/192)的基础医学专业学生希望在教师的指导下自己解决问题,高于预防医学专业学生的占比70.2%(47/67);临床医学和基础医学专业学生对自主学习方式为主的实验操作讲解方式评分分别为(1.48±1.60)分和(1.56±1.74)分,高于预防医学专业学生的评分(0.97±1.27)分:以上差异均具有统计学意义(均P<0.0083)。结论 不同专业学生对医学机能学实验教学需求有一定差异,医学机能学实验教学应该根据不同专业学生的特点和培养目标,采取更加灵活和有针对性的教学方案,以提高医学机能学实验的教学效果。

Objective To explore the more scientific and effective methods of medical function experiment course through investigating and analyzing the requirements and suggestions from students of different specialties. Methods A questionnaire was designed to investigate requirements and suggestions from 925 undergraduate students in many items covering their experience before, during and after the training course of medical function experiment. Chi-square tests were applied to statistical analysis of each option. Results Concerning the expectation of training time length, the proportions of students who chose 21 to 30 minutes were 43.6%(199/456) and 39.1%(75/192) by students of clinical medicine and of basic medicine respectively , which were higher than students of preventive medicine [20.9%(14/67)]. Meanwhile, the results showed that 92.7%(178/192) basic medicine students would prefer teachers to explain more detailed and profound experimental principles and this percentage was higher than that of other students. During animal experiments, more students of clinical medicine [88.8%(405/456)] and of basic medicine 88.0%(169/192) were willing to deal with potential problems by themselves under teacher's instructions than students of preventive medicine [70.2%(47/67)]. More clinical and basic medicine students favored an independent learning manner than students from other majors, the scores were(1.48±1.60)and(1.56±1.74)respectively, which were higher than preventive medicine (0.97±1.27)(all P<0.0083). Conclusions Based on the feedback, it is necessary for us to flexibly adjust training strategy for creating a specific and smart system to teach experiment course and improving the training outcomes.