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。
吴建
,
吴义然
,
付晓丽
,
何燕
,
叶贝珠
,
曾鑫
,
孙亮
,
马赫
,
苗豫东
. 基于情境创设的卫生经济学课程教学模式实施效果评价[J]. 中华医学教育杂志, 2023
, 43(10)
: 751
-754
.
DOI: 10.3760/cma.j.cn115259-20221126-01485
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.
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