论文部分内容阅读
目的:探索合理应用新教学技术，建立适合临床医学本科生《医学统计学》实验教学的新方法。方法:从西安医学院2016级18个临床医学本科班中抽取临床1604班（n n=62）和全科1618班（n n=54）为研究对象。1604班为试验组（A组），采用“传统演示+混合”式教学法；1618班为对照组（B组），采用传统演示法。从满意度问卷、教师自评和成绩3方面进行效果评价。用SPSS 22.0进行卡方检验、n t检验和秩和检验。n 结果:学期末两组对统计学的价值认知比上课前均有提高，且试验组[93.5%（58/62）]高于对照组[68.5%（37/54）]（n χ2=12.20，n P<0.001）；试验组的总体满意度（n Z=-7.05，n P<0.001）、上课方式满意度（n Z=-3.95，n P<0.001）均高于对照组；两组对课程内容满意度差异无统计学意义（n Z=-0.27，n P=0.784）；试验组有更多的学生认为实验课加深了对统计理论的理解（n χ2=26.87，n P<0.001）；在后4次实验课中，两组的后测均高于前测成绩，但试验组前、后测成绩均高于对照组；试验组软件操作成绩高于对照组（n t=8.27，n P<0.001）；两组期末考试成绩差异无统计学意义（n t=0.29，n P=0.773）。n 结论:“传统演示+混合”的实验教学符合现阶段医学本科生的学习规律和心理，能更好地提高学生对统计学的价值认知和满意度，尤其是混合式教学能更好地培养学生的团队合作、表达、分析和SPSS操作的能力。“,”Objective:To explore the application of new teaching techniques and establish a new model for experimental teaching of n Medical Statistics for undergraduate students of clinical medicine.n Methods:We enrolled 2 classes of students from Xi\'an Medical University as research objects, and they were randomized into study group (n n=62) and control group (n n=54). The study group received “traditional demonstration+ blended” learning, while the control group only received traditional teaching. On the premise of balanced comparability, the effects of the two teaching patterns were evaluated from such three aspects as satisfaction questionnaire, teacher\'s self-evaluation and achievement. SPSS 22.0 was performed for chi-square test,n t test and rank sum test.n Results:At the end of the semester, the value cognition of statistics in both groups was higher than before class, and the study group [93.5% (58/62)] was higher than that in the control group [68.5% (37/54)] (n χ2=12.20, n P<0.001). The overall satisfaction (n Z=-7.05, n P<0.001) and the satisfaction with teaching methods (n Z=-3.95, n P<0.001) of the study group were significantly higher than those of the control group, with no statistical difference in satisfaction with teaching contents between the two groups (n Z=-0.27, n P=0.784). More students in the study group thought that the experimental class deepened their understanding of statistical theory (n χ2=26.87, n P<0.001). In the last four experimental classes, the post-test scores of both groups were higher than those of the pre-test, but the pre-test scores and post-test scores of the study group were higher than those of the control group. The performance of software operation in study group was higher than that in control group (n t=8.27 n P<0.001). There was no statistical difference in the final test scores between the two groups (n t=0.29, n P=0.773).n Conclusion:The “traditional demonstration+ blended” learning is more in line with the students\' learning pattern, and can better improve students\' cognition and satisfaction of the statistics, especially can better cultivate students\' team cooperation, expression and the SPSS analysis ability.