目的 基于学生需求识别医学信息学课程质量要素分类,为面向医学本科生的医学信息学课程改革提供参考。方法 2022年7月,采用文献调研法和访谈法抽取提炼医学信息学课程22个质量要素,基于KANO模型设计调查问卷,通过整群抽样方法选取海军军医大学学习过医学信息检索课程的2019~2021级5个班级231名学生为调查对象,进行问卷调查。采用Better-Worse系数分析法分析数据,识别课程质量要素所属分类。结果 ①在课程内容模块,包括3个必备质量:Embase数据库、网络信息检索、医院信息系统;9个期望质量:CBM数据库、PubMed数据库、科学引文索引SCI、全文获取、 文献管理软件、课题检索、检索策略优化、论文写作、电子病历;1个魅力质量:循证医学资源;2个无差异质量:基础理论、特种文献。②在教学方式模块,实践教学为期望质量,混合式教学为魅力质量。③在评价手段模块,随堂测试、实习作业等5个质量要素均为无差异质量。 结论 以学生需求为导向的医学信息学课程改革,应以各项课程质量要素分类为依据,完善课程内容体系规划、合理选择和创新教学方式及评价手段,保证必备质量的全覆盖、优先重点提升期望质量、引导学生对魅力质量的关注度、适当精简无差异质量,从而提升学生满意度。
Objective To classify quality factors for medical informatics curriculum, and subsequently inform its curriculum reform for medical undergraduates. Methods In July 2022, 22 quality factors of medical informatics course were extracted and refined by literature research and interview method, and a questionnaire was designed based on the KANO model. A total of 231 medical students from five classes enrolled from 2019 to 2021 who had studied medical information retrieval course in Naval Medical University were selected by cluster sampling for questionnaire survey. The Better-Worse coefficient analysis method was used to analyze the data. Results ① In the course content module, there are three must-be qualities: Embase database, network information retrieval, hospital information system; 9 one-dimension qualities: CBM database, PubMed database, Science Citation Index SCI, full-text acquisition, reference management software, topic retrieval, retrieval strategy optimization, paper writing, electronic medical record; 1 attractive quality: evidence-based medicine resources; 2 indifferent qualities: basic theory, special literature. ② In the teaching method module, practical teaching is one-dimension quality, and blended teaching is attractive quality. ③In the evaluation method module, all five quality elements such as in-class tests and practice assignments are the indifferent quality. Conclusions The curriculum reform of medical informatics, which is oriented to the needs of students, should be based on the classification of the quality factors, improve the planning of the curriculum content system, reasonably select and innovate the teaching methods and evaluation means, ensure the full coverage of must-be qualities, give priority to improving one-dimension qualities, guide the students' attention of attractive qualities, and appropriately simplify indifferent qualities, so as to improve students' satisfaction.
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