医学统计学是医学研究生科研能力培养的核心课程之一。为提升医学硕士研究生医学统计学课程的学习效果,本研究设计了模块整合结合文献阅读的教学方式。将医学统计学课程内容整合为定量资料分析、定性资料分析、生存资料分析3个模块,每个模块精选核心期刊文献,按照“区分资料类型→统计描述→参数估计→单因素分析→多变量回归分析”5个连贯步骤对文献进行解析。通过课堂引导式设问、讨论计算与教师解析示范相结合的方式,系统培养研究生对统计方法选择、结果表达与解读的实践能力,课后辅以文献阅读与针对性练习题,强化知识迁移与科研应用。2024年9—10月,以川北医学院2个教学班的医学研究生为教学对象实施该教学方式,通过课前和课后的问卷调查评价教学效果,采用配对t检验进行数据分析。在参与调查的390名研究生中,课前有350名(89.7%)研究生认为课程内容较难掌握。在统计方法的掌握程度方面,研究生课后的自评评分[(42.3±6.4)分]高于课前评分[(29.0±5.7)分],其差异具有统计学意义(P<0.001)。分别有249名(63.8%)、337名(86.4%)、323名(82.8%)、314名(80.5%)、286名(73.3%)研究生认为该教学方式有助于提高区分研究设计类型、正确选择统计分析方法、正确表达统计分析结果、正确解读统计分析结果、理解统计分析方法原理或思想等方面的能力。分别有367名(94.1%)和347名(89.0%)研究生对教学方式和课程整体感到满意。教学实践效果显示,模块整合结合文献阅读的教学方式有助于提高医学研究生医学统计学课程的学习效果。

Medical statistics is one of the core courses for cultivating scientific research capabilities among medical graduate students. To improve the learning outcomes of the medical statistics course for master of medicine students, a teaching method integrating module consolidation with literature reading was designed. Specifically, the course content was consolidated into three modules: quantitative data analysis, qualitative data analysis, and survival data analysis. For each module, core academic journal articles were selected and systematically analyzed following five consecutive steps: distinguishing data types, statistical description, parameter estimation, univariate analysis, and multivariate regression analysis. Classroom teaching employed a combination of guided questioning, discussion, computational exercises, and teacher demonstration, aiming to systematically cultivate students′ practical abilities in selecting statistical methods, and expressing and interpreting results. This was supplemented by post-class literature reading and targeted exercises to reinforce knowledge transfer and research application. This teaching approach was implemented from September to October 2024 with medical postgraduates from two classes at North Sichuan Medical College. Its effectiveness was evaluated using pre- and post-course questionnaires, with data analyzed by paired t-tests. Among the 390 participating postgraduates surveyed, 350 (89.7%) initially found the course content difficult to master. Regarding self-assessed proficiency in statistical methods, the post-course score (42.3±6.4) was higher than the pre-course score (29.0±5.7), P<0.001. Furthermore, 249 (63.8%), 337 (86.4%), 323 (82.8%), 314 (80.5%), and 286 (73.3%) students believed this method helped improve their abilities in distinguishing study design types, correctly selecting statistical methods, properly expressing statistical results, accurately interpreting statistical findings, and understanding the principles or concepts behind statistical methods, respectively. In terms of satisfaction, 367 (94.1%) and 347 (89.0%) students were satisfied with the teaching method and the overall course, respectively. The teaching practice results demonstrate that the module-integrated, literature-based teaching approach contributes to enhancing the learning outcomes of medical postgraduates in the Medical Statistics course.