This study aims to explore optimized teaching mode of cancer epidemiology for undergraduates, and provide scientific ideas and basis for improving teaching quality. Non-randomized concurrent control study was used. Undergraduates, enrolled in 2018, from the department of preventive medicine in A and B medical universities were selected as research objects. Traditional teaching mode was used for cancer epidemiology course in A medical university, and innovative teaching mode named "one core, four dimensions" was adopted in B medical university. After the course, questionnaire method was used to investigate self-cognition of students, teaching satisfaction and class preparation time of teachers in B Medical University. The post-class test method was used to compare the students' grades of cancer epidemiology in the two universities. The results indicated that among the 58 students of B medical university, 94.83% (55/58) students were familiar with common types of epidemiological studies and 86.21% (50/58) mastered the evaluation indicators of screening research. Among the nine teaching faculties from B medical university, seven reported that the new teaching plan helped students to learn frontier knowledge of cancer epidemiology, and eight reported the new teaching model was conducive to the interaction between teachers and students. The text score of students in B medical university was 50.34±4.90, significantly higher than that in A medical university (46.21±4.91, t=5.20, P<0.001). The optimized teaching mode of cancer epidemiology is highly praised by students and teachers, which has the potential to improve students' grasp of cancer epidemiology, the ability to combine theory with practice, and the teaching effect of cancer epidemiology.
探讨适用本科生流行病学课程的优化教学模式,为提升教学质量提供科学思路和依据。本研究采用非随机同期对照设计,以选修肿瘤流行病学课程的A医科大学和B医科大学2018级预防医学系本科生作为研究对象,A医科大学肿瘤流行病学课程采用传统教学模式授课,B医科大学采用“一核四维”创新教学模式授课。课程结束后,采用问卷法对B医科大学学生课后自我认知、授课教师教学满意度和备课时间进行调查;采用课后测试方法比较两校学生肿瘤流行病学课程成绩差异。结果显示,在B医科大学58名学生中,94.83%(55/58)学生表示熟悉了常见的流行病学研究类型,86.21%(50/58)学生表示掌握了筛查研究的评价指标。在B医科大学9名授课教师中,7人表示新教案有助于学生学习肿瘤流行病学前沿进展知识,8人表示新型教学模式有助于师生之间的互动。采用新型教学模式的B医科大学学生课后测试成绩为(50.34±4.90)分,显著高于A医科大学学生成绩(46.21±4.91)分,差异有统计学意义(t=5.20,P<0.001)。综上,肿瘤流行病学课程优化教学模式获得学生和授课教师的好评,具有提升学生对肿瘤流行病学的掌握程度和理论联系实际能力,提高肿瘤流行病学教学效果的潜能。.