作　　者： ;

机构地区： 广东省中医院

出　　处： 《中华医学教育探索杂志》 2014年第8期857-861,共5页

摘　　要： 目的了解学生对社会医学精品课程网络建设的满意度和认知度，为探索适宜教学模式提供依据。方法采用立意抽样的方法，对广东省5所高等医学院校修读过《社会医学》课程的本科生646人进行问卷调查。内容包括课程设置、教学情况、学生对精品课程网络建设满意度和认知度。对被调查学生的人口学特征和课程设置情况使用描述性统计分析，对不同学校学生的满意度和认知度比较采用t检验和方差分析，检验水准为α=0．05。结果教学模式以理论教学为主。335名（52．7％）学生认为学习社会医学是必要的，但仅有173名（27．2％）学生对社会医学感兴趣，65名（10．2％）学生能主动阅读有关课外书。社会医学校级精品课程的2所学校学生对精品课程网络资源使用的总体满意度分别为（2．78±0．55）和（3．01±0．30）分，差异有统计学意义（t=3．97，P〈O．01）。5所学校学生对社会医学精品课程网络学习的总体认知度为（3．09±0．66）分，差异有统计学意义（F=3．70，P〈O．01）。结论5所高校对社会医学的教学都较重视，但存在一些共性问题：社会医学的教学模式重理论，轻实践；社会医学的学生学习重学分，轻实效；社会医学的网络资源重建设，轻利用。 Objective This study aimed to survey students＇ satisfaction and cognitive attitude of elaborate course of social medicine to provide a basis for exploring appropriate teaching mode. Methods Purposive sampling was used with questionnaire to survey 646 students who had learned social medicine in 5 universities in Guangdong province. The survey included the social medicine curriculum, teaching situation, students＇ satisfaction and cognitive attitude of elaborate course of so- cial medicine. Descriptive statistical analysis was used to describe the demographic characteristics and curriculum. The t test and one-way ANOVA were used to compare the means of students＇ satisfaction and cognitive attitude of elaborate course in different universities, using the test level of 0.05. Results The lecture-based learning was the main teaching mode. 335（52.7%） students thought it necessary to learn social medicine, but only 27.2% of the students （173 students） were interested in social medicine and 65（10.2%） students could take the initiative to read about extracurricular books. Overall satisfac-tion with using network resources of elaborate course in two universities that had university-level elab- orate course of social medicine were （2.78 ± 0.55） and （3.01 ± 0.30） respectively and the difference was statistically significant（t=-3.97,P〈0.01）. The cognitive attitude of the students in 5 universities with using network resources of elaborate course was （3.09 ± 0.66） and the difference was statistically significant （F=3.70,P〈0.01）. Conclusion Social medicine teaching has been paid attention to in 5 universities, but there were some common problems： ①putting emphasis on theory and ignoring prac- tice in teaching mode; ②putting emphasis on credit and ignoring effectiveness in learning;③and putting emphasis on construction and ignoring using in network resources of elaborate course of social medicine.

关 键 词： 社会医学 精品课程 网络课程 满意度 认知度

分 类 号： [R19]

领　　域： []