大学生对卫生经济学课程的认知度及其影响因素研究

Study on Cognitive Status and Influencing Factors of Health Economics Course among College Students

目的:了解高等医学院校大学生对卫生经济学课程的认知度以及影响因素,为卫生经济学的教育教学改革提供参考。方法:采用方便抽样和定额抽样相结合的方法,对广东省3所高等医学院校243名本科生进行问卷调查。采用t检验、单因素方差分析和多元逐步回归分析卫生经济学课程认知度的影响因素。结果:243名大学生对卫生经济学课程的总体认知程度得分为3.3±0.74分,不同学校、专业、性别和年龄的大学生对卫生经济学课程的认知程度得分差异有统计学意义(P<0.05)。在完成课程学时数不同的两组中,全部学完课程的大学生在“主动阅读有关课外书”的认知得分高于仅学9个学时的大学生,得分差异有统计学意义(P<0.05),其他条目和总体认知得分均无统计学意义。结论:大学生对卫生经济学课程的认知度较低,对课程学习欠缺兴趣和主动性。课程教学模式多为传统填鸭式教学,实践教学没有被真正重视,反映了当前卫生经济学的本科教育教学现状不容乐观。

Objective:To understand the awareness and influencing factors of medical college students on the course of health economics,with a view to inform the health economics curricula and the reform.Methods:A questionnaire survey was conducted among 243 undergraduates from 3 medical colleges in Guangdong by using the method of convenient sampling and quota sampling.T-test,one-way ANOVA and multiple stepwise regression were used to analyze the influencing factors of health economics curriculum cognition.Results:General cognitive degree score of health economics course among the 243 undergraduates was 3.3±0.74.There were significant differences in the cognitive level of health economics among college students of different schools,majors,genders and ages(P<0.05).In these two groups with different hours,the cognitive scores of all the students who completed the course in“active reading of extracurricular books”were higher than those students who only studied for 9 hours,and the difference was statistically significant.There was no significant difference in other items and overall cognitive scores.Conclusion:College students had a low awareness of the course of health economics and lacked interest and initiative in learning it.Most of the teaching modes were traditional cramming teaching,and the practical teaching was not really valued,which reflected that the current situation of undergraduate education and teaching of health economics was not optimistic.