某医学院统计学专业课程设置与毕业生就业岗位胜任力关系研究

Study on the relationship between curriculum setting and post competency of statistics students in a medical college

目的了解某医学院统计专业课程设置现状,探讨统计学专业人才岗位胜任力影响因素,为学校调整教学内容、优化课程结构、改革教学方法、确立与工作岗位相适应的课程体系等提供基础数据,也为培养适应时代需求发展的统计学专业人才提供科学依据。方法本研究自行设计调查问卷,采用分层随机抽样方法,从某医学院三年级和四年级统计学专业在校生中共随机抽取52名学生进行现场问卷调查,随机抽取该校近3年毕业的统计学专业生57名进行网上问卷调查。结果本次调查结果显示,对专业课程安排、公共课程安排和公共课学时安排满意的学生分别占29.8%、40.4%和43.9%,而对专业课时安排满意的学生仅有12.3%。另有21.1%的学生对传统考试模式不满意。统计专业学生岗位胜任力影响因素调查结果显示,学生在校的专业知识学习情况、统计学逻辑思维能力、社交能力和理论联系实际的问题能力等因素与岗位胜任力之间有关系。根据国内开设统计学专业的7所医学院校的统计学专业学生课程设置情况分析可知,与其他6所医学院校相比,本校课程设置在统计方法类、统计软件类和数学基础类均有不同程度的差距。与7所综合性大学相比,本校开设的专业必修课程的课程门数、学时和总学分均较低。结论该医学院在统计学专业培养计划制定及课程设置过程中,需增加专业课时、改革传统考试模式、加强实践教学及考核。在教学方式上培养学生统计学思维、积极引导学生进行职业生涯规划等。此外,根据学校实际情况增设一些数学及其统计学相关基础课程等。

Objective To understand the status of the curriculum and explore the factors affecting the post competency of statistical students in a medical college, to provide basic data for adjusting the teaching contents, optimizing the curriculum structure, reforming teaching methods, and establishing a suitable curriculum system, and to provide a scientific basis for cultivating statistical professionals who are responsive to the needs of the time. Methods A self-designed questionnaire was used to conduct an on-the-spot questionnaire survey among 52 junior and senior statistics students in a medical college, and an online questionnaire survey was conducted among 57 statistical professional students who graduated from the college in the past three years. Results According to the survey results, 29.8%, 40.4% and 43.9% of the students were satisfied with the professional curriculum arrangement, public curriculum arrangement and public class time, respectively, while only 12.3% students were satisfied with the professional class schedule. And 21.1% students were dissatisfied with the traditional test mode. The survey results showed that post competency was associated with students' professional knowledge level, statistical logic thinking ability, social ability and practice ability. Compared with the other six medical colleges, the curriculum setting of the college was greatly different in statistical methods, statistical software and mathematics. Compared with the seven comprehensive universities, the number of courses, hours and total credits of the compulsory courses offered by the colleges were significantly lower. Conclusion In the process of formulating and setting up the curriculum for statistical majors, medical colleges need to increase professional course time, reform traditional examination mode, and strengthen practical teaching and assessment. Students' statistical thinking and career planning also should be actively guided in the teaching process. In addition, according to the actual situation of the school, basic courses related to mathematics and statistics will be added.