随着互联网技术的发展,传统的以教师讲授为主的教学方式已经不能满足医学人才培养的需求。为了探索互联网时代医学统计学的教学方式,提高学生学习医学统计学的主观能动性,上海健康医学院流行病与卫生统计学教学团队秉持以学生为主体的理念创建“校园统计之星”微信公众号和B站自媒体平台,学生在建设自媒体的过程中将统计学的知识和技能内化吸收,并以5～10分钟的小视频的形式输出,从而成为医学统计学的主动学习者。2024年12月,对上海健康医学院2022级卫生检验与检疫专业66名学生的医学统计学教学效果进行问卷调查,结果显示,57名(86.4%)学生长期关注了“校园统计之星”微信公众号和B站自媒体平台,23名(34.8%)学生参与了“校园统计之星”自媒体平台的小讲师视频录制。其中,有23名(100.0%)学生认为其加深了对医学统计学知识的理解和提高了对医学统计学技能的掌握,有21名(91.3%)学生认为提高了其探索学习的能力,有18名(78.3%)学生认为激发了其学习兴趣,有20名(87.0%)学生认为其获得了成就感和价值感。基于自媒体平台建设的医学统计学教学改变了传统的统计学教学方式,激发了学生学习医学统计学的主观能动性,从而提升了医学统计学教学效果。

With the development of internet technology, the conventional lecture-based teaching method is no longer sufficient to fulfill the requirements of medical education. To explore and innovate the teaching methods of medical statistics in the internet era and boost students' active engagement in learning the subject. Shanghai University of Medicine and Health Sciences Epidemiology and Health Statistics teaching team, adhering to the student-centered philosophy, has created the ″Campus Statistics Star″ WeChat public account and Bilibili self-media platform. By creating self-media content, students internalize and apply medical statistical knowledge and skills, then output it in the form of 5-10 minute short videos, thereby becoming active learners of statistics. In December 2024, a survey was conducted on the effectiveness of the medical statistics classroom teaching for 66 students majoring in Health Inspection and Quarantine from the class of 2022 at Shanghai University of Medicine and Health Sciences. The results showed that 57 (86.4%) students had been following ″Campus Statistics Star″ WeChat public account and Bilibili self-media platform for a long time, and 23 (34.8%) students had participated in the recording of small instructor videos for the ″Campus Statistics Star″ self-media platform. During this process, 23 (100.0%) of them believed that it deepened their understanding of medical statistical knowledge points, and improved their mastery of medical statistical skills, 21 (91.3%) students thought it enhanced their ability to explore and learn, 18 (78.3%) students found that it stimulated their interest in learning, and 20 (87.0%) students felt that they gained a sense of achievement and value. The adoption of self-media platforms in medical statistics education has reshaped traditional teaching approaches, fostering students' active engagement in medical statistical learning and consequently boosting instructional efficacy of medical statistics.