目的 比较国内外综合性大学医学数据科学课程的开设情况,为我国高校优化相关课程体系提供参考。方法 采用文本分析方法,纳入国内外25所综合性大学医学相关专业的培养方案,筛选包含医学数据科学课程的培养方案,从中提取医学数据科学课程的相关信息,采用描述性统计方法分析国内外的差异。结果 25所综合性大学共开设225门医学数据科学课程,其中国内112门、国外113门。授课对象,国内本科生课程占比48.2%(54/112),高于国外的17.7%(20/113);课程设置,国内必修课程占比45.5%(51/112),低于国外的69.9%(79/113);学分方面,国内以[2,4)学分为主,4学分及以上课程极少,而国外绝大多数课程为4学分及以上;课程类别,国内数据治理、伦理与安全类课程占比1.8%(2/112),明显低于国外的9.7%(11/113)。结论 国内外医学数据科学课程虽然门数相当,但存在明显差异。国内课程在本科生中覆盖更广、选修课程占比更高,学分设置较为灵活,具有早期接触数据科学和培养灵活性的优势,但数据治理、伦理与安全类课程设置不足。
Objective To compare medical data science courses offered in comprehensive universities at home and abroad, and to provide references for optimizing the relevant curricula in Chinese universities. Methods A text analysis method was adopted. Curricula of medical-related programs from 25 comprehensive universities domestic and international were included. Programs containing medical data science courses were screened, and relevant information was extracted. Descriptive statistics were used to compare differences between China and other countries. Results A total of 225 medical data science courses were identified across the 25 comprehensive universities, including 112 in China and 113 abroad. Regarding target students, undergraduate courses accounted for 48.2% (54/112) in China, which was higher than 17.7% (20/113) abroad. In terms of course setting, compulsory courses represented 45.5% (51/112) in China, lower than 69.9% (79/113) abroad. Regarding credits, most courses in China were within the [2,4) credit range, very few courses worth 4 credits or more, whereas the vast majority of courses abroad were worth 4 credits or more. For course category, courses on data governance, ethics, and security accounted for only 1.8% (2/112) in China, significantly lower than 9.7% (11/113) abroad. Conclusions Although the number of medical data science courses is similar between China and other countries, notable differences exist. Chinese universities offer broader undergraduate access and a higher proportion of elective courses with a flexible credit configuration, which have the advantages of exposing students to data science at an early stage and providing curricular flexibility. However, they are insufficient in courses on data governance, ethics, and security.
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