Abstract: 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.

Key words: Medical Statistics, Self-media, Teaching method, Teaching effects, Social services