Ocek Z A, Gursoy S Taner, Ciceklioglu M, Aksu F, Soyer M Turk
Faculty of Medicine, Department of Public Health, Ege University, Bornova, Izmir, Turkey.
Educ Health (Abingdon). 2008 Jul;21(2):126. Epub 2008 Sep 9.
The Ege University Faculty of Medicine (EUMF) introduced a community-oriented undergraduate curriculum in 2001. In developing the epidemiology portion of the new curriculum, learning objectives were written for their relevance to different learner stages within the general curriculum and to Turkey's public health problems. Key learning objectives were that students should be able to comprehend the moral values of scientific research, principles of study design and evidence appraisal, and the role of epidemiology in clinical practice. The curriculum included didactic lectures and group activities. The aim of the present study was to explore third-year students' perceptions of the epidemiology curriculum.
The program was evaluated at the end of our students' third year through written evaluations using quantitative and qualitative methods. Two hundred fifty-five students (92.7%) of all third-year medical students participated in the evaluation. Quantitative methods were based on student ratings, whereas qualitative method assessments involved content analysis of the students' open-ended statements.
Based on responses to fixed response items, more than seven out of every 10 students appreciated the value of epidemiology to the work of physicians. More than six out of 10 students evaluated the curriculum favorably, but only a third indicated that they became more interested in epidemiology with time, and one-quarter found epidemiology challenging. In students' open-ended responses, the most frequent positive statements referred to students' heightened interest in research and appreciation of the curriculum's interactive teaching. Some students criticized the content as difficult and felt that there were too many didactic lectures.
Based on their evaluations, students found our new epidemiology curriculum acceptable, and regarded it as relevant and valuable to their future practice.
伊兹密尔埃杰大学医学院（EUMF）于2001年引入了以社区为导向的本科课程。在开发新课程的流行病学部分时，根据其与普通课程中不同学习阶段以及土耳其公共卫生问题的相关性编写了学习目标。关键学习目标是学生应能够理解科学研究的道德价值观、研究设计和证据评估原则，以及流行病学在临床实践中的作用。该课程包括理论讲座和小组活动。本研究的目的是探讨三年级学生对流行病学课程的看法。
在学生三年级结束时，通过定量和定性方法进行书面评估对该课程进行评价。所有三年级医学生中有255名学生（92.7%）参与了评估。定量方法基于学生评分，而定性方法评估涉及对学生开放式陈述的内容分析。
根据对固定回答项目的回答，每10名学生中超过7名认识到流行病学对医生工作的价值。超过60%的学生对该课程给予好评，但只有三分之一的学生表示随着时间推移他们对流行病学更感兴趣，四分之一的学生认为流行病学具有挑战性。在学生的开放式回答中，最常见的积极陈述是学生对研究的兴趣增强以及对课程互动教学的认可。一些学生批评内容难，并且觉得理论讲座太多。
根据他们的评价，学生们认为我们新的流行病学课程是可以接受的，并认为它与他们未来的实践相关且有价值。
