Garland B K, Pearson R J
Department of Community Medicine, West Virginia University School of Medicine, Morgantown 26505.
Am J Prev Med. 1989 Jul-Aug;5(4):240-3.
Teaching epidemiology to medical students is often seen as a difficult, if not impossible, task. After experimenting with several other approaches, faculty at the West Virginia University School of Medicine have developed a course centered around the production of a research proposal using National Institutes of Health criteria and format. The course content, while comprehensive, emphasizes the clinical uses of epidemiology. Lectures are combined with self-study and individualized teaching to assist the students as they explore their chosen topic. This problem-solving approach to teaching and learning epidemiology in medical school has proved both effective and more acceptable to students, as evidenced by the quality of their research proposals, National Medical Examination Board Scores, student evaluations, and improved faculty-student interaction.
向医学生教授流行病学常常被视为一项艰巨的任务，甚至可以说是一项不可能完成的任务。在尝试了其他几种方法之后，西弗吉尼亚大学医学院的教员们开发了一门课程，该课程围绕着使用美国国立卫生研究院的标准和格式撰写研究计划展开。课程内容虽然全面，但强调流行病学的临床应用。讲座与自学及个性化教学相结合，以帮助学生探索他们所选的主题。医学院采用这种解决问题的方法来教授和学习流行病学，已被证明既有效又更受学生欢迎，从他们研究计划的质量、国家医学考试委员会的成绩、学生评价以及师生互动的改善中可见一斑。
