以需求为导向的教学在非全日制公共卫生硕士专业学位研究生教学中的应用

Assessment of need-oriented teaching of epidemiology for the part-time candidates of Master of Public Health

目的探讨在非全日制公共卫生硕士专业学位研究生的流行病学教学中实施以需求为导向教学的效果。方法选择2019级春季学期在北京协和医学院选修流行病学课程的35名非全日制公共卫生硕士专业学位研究生为研究对象。通过课前的匿名调查掌握学生的专业背景和需求,以需求为导向,安排教学模块和教学内容,以及结合学生的专业背景提前划分讨论小组,开展理论模块和案例讨论相结合的流行病学教学,通过结业成绩和课程评价评估教学效果。结果61.3%(19/31)的非医学专业背景学生的相关知识薄弱;尽管不同专业背景学生对授课内容的需求存在差异,但却有希望主动参与讨论、提升实践应用能力的一致需求。以"需求"为导向,最终设置了理论授课和分小组的案例讨论2个模块。课程结束后,有65.7(23/35)的学生结业成绩为良好或优秀;80.0%(28/35)的学生对理论课程的反馈为"非常满意",其余均为"满意"。结论以需求为导向的教学可以兼顾学生的基础和需求,得到了学生的正面反馈。

Objective To assess the need-oriented epidemiology teaching for the part-time Master candidates of Public Health(MPH students).Methods In February 2019,thirty-five part-time postgraduates with master's degree in public health who took the epidemiology course in the 2019 spring semester of Peking Union Medical College were selected as the research objects.The students'background information and learning needs were collected by the pre-class anonymous online survey.Based on the collected data,epidemiology course was scheduled.The students'final scores and satisfaction measured by anonymous online survey were used to evaluate the course.Results Totally 61.3%(19/31)of part-time MPH students have no medical background.There was a gap of learning needs between MPH with without medical background and those without medical background.However,all the students had the consistent need to improve their capacity building to apply knowledge learnt in clinical or public practice by the group discussion practice class.Based on these results,the courses were scheduled to include the teacher-centered classes for theory and students-centered case discussions in groups to improve the training knowledge application.By the end of course,65.7(23/35)of students scored 80 or more.Totally 80.0%(28/35)of students were"very satisfied"with teacher-center classes,and the rest were"satisfied".Conclusions The need-oriented courses are developed to meet the learning needs of students with or without medical education experience and were well evaluated by part-time MPH students with good learning outcomes.