In order to explore the design and implementation ofundergraduate education on the prevention and control of hospital infection, and to improve teaching effectiveness, a general elective courseon the prevention and control of hospital infection for undergraduate students was offered by the First Affiliated Hospital of Zhejiang Chinese Medical University. Taba goal model was used for course design. The hybrid teaching method of online and offline with the teaching concept of “one core, two integrations, three connections”was conducted. The course is taught online for theory and offline for practice. The teaching effect was evaluated through the student assessments and questionnaire surveys. From 2020 to 2022, a total of four semesters were offered, with 444 undergraduate students opting for the course, and 273 students (61.5%) achieving excellent grades. Among the 104 students from the second semester of the 2021-2022 academic year who participated in the questionnaire survey, 92(88.5%) students were very satisfied with the course, 100(96.1%) students expressed willingness to receive similar education opportunities again, and 104(100.0%) students experessed willingness to recommend the course to another classmates. This course was identified as a first-class online and offline hybrid undergraduate course of Zhejiang Province. The general elective course helps students master the knowledge and skills related to the prevention and control of hospital infection, which is recognized by students and also by education authorities. Practical experience has been accumulated in order to better promote the design of undergraduate courses on the prevention and control of hospital infection.
Gan Tieer
,
Yu Xuxia
,
Ding Limin
,
Zhu Yuexian
,
Wang Minfang
,
Zhu Meifei
,
Wu Jiannong
. Design and implementation of undergraduate course on the prevention and control of hospital infection[J]. Chinese Journal of Medical Education, 2024
, 44(4)
: 276
-280
.
DOI: 10.3760/cma.j.cn115259-20230523-00529
[1] John A, Tomas ME, Hari A, et al. Do medical students receive training in correct use of personal protective equipment?[J]. Med Educ Online, 2017,22(1):1264125. DOI: 10.1080/10872981.2017.1264125.
[2] Babayigit MA, Ilhan MN, Oysul FG. Military medical students' awareness and practice concerning occupational health and safety[J]. Mil Med, 2016,181(9):1088-1094. DOI: 10.7205/MILMED-D-15-00423.
[3] 李亚平, 欧阳洋, 张霓妮, 等. 基于塔巴模式的医院感染预防与控制课程设计研究——来自10所院校师生的数据分析[J].中国感染控制杂志,2022,21(9):877-884. DOI: 10.12138/j.issn.1671-9638.20223332.
[4] 黄靓, 邓宏军, 何振华, 等. 从临床医院感染学案例式教学看医学高等教育中该课程设置的必要性[J].中国感染控制杂志,2018,17(2):151-155. DOI: 10.3969/j.issn.1671-9638.2018.02.013.
[5] 吴升伟, 杨怡, 黄凯, 等.《医院感染管理学》在中医药大学课程设置与教学体会[J]. 贵州中医药大学学报, 2022,44(4):88-91.DOI:10.16588/j.cnki.issn2096-8426.2022.04.019.
[6] 刘金帅, 张晓霞, 郭芳芳, 等. 2006-2021年长治医学院医院感染学本科教学实践与探索[J].中华医院感染学杂志,2022,32(24):3788-3792. DOI: 10.11816/cn.ni.2022-220772.
[7] 刘大钺, 刘建明, 杨永洁, 等. 《临床医院感染学》课程设置与教学探讨[J]. 中华医院感染学杂志, 2014,24(3):757-758.DOI: 10.11816/cn.ni.2014-123744.
[8] 陈燕, 蒋新军, 朱正刚, 等. 《医院感染预防与控制》课程研发体会[J].护理实践与研究,2014(8):133-134. DOI: 10.3969/j.issn.1672-9676.2014.08.074.
[9] 刘丁, 陈萍, 陈伟. “医院感染学”课程的设置与教学[J].重庆医学,2006,35(23):2130,2133. DOI: 10.3969/j.issn.1671-8348.2006.23.008.
[10] Massaroli A, Martini JG, Moya J, et al. Teaching of infection control in undergraduate courses in health sciences: opinion of experts[J]. Rev Bras Enferm, 2018,71(suppl 4):1626-1634. DOI: 10.1590/0034-7167-2017-0928.
[11] Tsioutis C, Birgand G, Bathoorn E, et al. Education and training programmes for infection prevention and control professionals: mapping the current opportunities and local needs in European countries[J]. Antimicrob Resist Infect Control, 2020,9(1):183-194. DOI: 10.1186/s13756-020-00835-1.
[12] Kappes Ramirez MS. Influence of undergraduate nursing student teaching methods on learning standard precautions and transmission-based precautions: experimental research[J]. Nurse Educ Today, 2018,61:101-105. DOI: 10.1016/j.nedt.2017.11.007.
[13] Zingg W, Mutters NT, Harbarth S, et al. Education in infection control: a need for European certification[J]. Clin Microbiol Infect, 2015,21(12):1052-1056. DOI: 10.1016/j.cmi.2015.09.001.
[14] Liu LM, Curtis J, Crookes PA. Identifying essential infection control competencies for newly graduated nurses: a three-phase study in Australia and Taiwan[J]. J Hosp Infect, 2014,86(2):100-109. DOI: 10.1016/j.jhin.2013.08.009.
[15] Akira Y, Naonori T, Hiroyuki O, et al. Protocol for educational programs on infection prevention/control for medical and healthcare student: a systematic review and meta-analysis[J]. PLoS One, 2022,17(10):e0276851. DOI: 10.1371/journal.pone.0276851.
[16] Manning ML, Pogorzelska-Maziarz M, Ward J. Infection concept integration and teaching strategies in US baccalaureate nursing programs in an era of concept-based curriculum[J]. Nurse Educator, 2020,45(5):E45-E49. DOI: 10.1097/NNE.0000000000000767.
[17] 刘浩, 冯卫娟. 当代西方课程设计模式比较研究——以塔巴目标模式和斯腾豪斯过程模式为例[J].科教文汇,2009(30):38-39. DOI: 10.3969/j.issn.1672-7894.2009.30.027.
[18] 齐心,临床医学教育过程性评价与结果性评价的比较.中华医学教育杂志,2018,38(2) : 304-304. DOI: 10.3760/cma.j.issn.1673-677X.2018.02.031.
