目的 了解不同培养类型研究生医学统计学课程线上教学的差异性。 方法 采用自制调查问卷,对首都医科大学2020—2021学年240名研究生就线上医学统计学课程的教学效果、教学手段、教学内容进行问卷调查。采用有序logistic回归对单选题结果进行分析,采用logit联接函数的广义估计方程对每个多选题作为一个整体进行分析,采用二分类logistic回归对多选题的每个选项进行分析。 结果 从学习状况看,相比于统招研究生,在职研究生按时听课难度大(OR=2.931,95%CI:1.435~5.986),课后复习时间长(OR=2.077,95%CI:1.249~3.454)。从学习过程看,博士研究生比硕士研究生对课后作业的整体要求更高(OR=1.792,95%CI:1.345~2.388),在职研究生比统招研究生希望有更多的教学环节(OR=1.501,95%CI:1.126~2.001)。从学习收获看,博士研究生各方面收获更大(OR=3.936,95%CI:2.150~7.205)。对于线上教学所占比例,在职研究生更倾向于线上部分占有更大的比例(OR=2.994,95%CI:1.727~5.021)。上述各种比较的差异均具有统计学意义(均P<0.05)。结论 不同培养类型的研究生在学习时间分配、对课后作业的要求、线上线下组合比例的需求以及学习后的收获等方面存在差异。在进行研究生医学统计学课程线上教学以及线上线下混合教学时,应该针对不同培养类型研究生的特点,进行教学环节设计,以达到学以致用的目的。

Objective To investigate the situation of online teaching for medical statistics of graduates of different cultivation types. Methods A total of 240 graduate students who took part in the medical statistics courses in Capital Medical University were investigated with self-made questionnaire on the teaching effect, teaching methods, and teaching content. Results of single choice questions were analyzed by ordinal logistic regression. For multiple choice questions, results of the whole question were analyzed by generalized estimation equation with logit linkage function, while results of each option was analyzed by binary logistic regression. Results A total of 240 valid questionnaires were collected. In terms of learning status, compared with the regularly enrolled students, in-service students had more difficulty to attend classes on time (OR=2.931, 95%CI: 1.435~5.986), and spent more time on after-class review (OR=2.077, 95%CI: 1.249~3.454). From the perspective of learning process, doctoral students had higher overall requirements for homework than Master degree candidates (OR=1.792, 95%CI: 1.345~2.388), and in-service students hoped to have more teaching links than regularly enrolled students (OR=1.501, 95%CI: 1.126~2.001). From the perspective of learning gains, doctoral students gained more in all aspects (OR=3.936, 95%CI: 2.150~7.205). For the proportion of online teaching, in-service students tended to have a larger proportion (OR=2.994, 95%CI: 1.727~5.021). The above differences were statistically significant (all P<0.05). Conclusions The graduate students of different cultivation types have differences in learning time allocation, requirements for after-school homework, expected proportion of online and offline teaching, and learning gains. Online or online-offline hybrid teaching of medical statistics for graduates should be designed to meet the needs of students with different characteristics and different cultivation types.