Hu X Q, Liang H T, Sun Z Y, Dong L, Qi J H, Lei L J, Wang S P
Department of Epidemiology, School of Public Health, Shanxi Medical University, Taiyuan 030001, China.
Zhonghua Liu Xing Bing Xue Za Zhi. 2022 Apr 10;43(4):586-590. doi: 10.3760/cma.j.cn112338-20210407-00286.
To explore the suitable teaching mode of epidemiology for postgraduates, so as to provide techniques for improving and enhancing the teaching quality. The course was divided into three stages according to the teaching progress, which was, traditional teaching, traditional teaching and case discussion, online learning and case discussion. The test scores in three stages were compared respectively, and the students' willingness to teaching methods was investigated by questionnaire. The scores of 214 students showed an upward trend in three stages, and the differences were statistically significant (<0.001). Most students paid more attention to the knowledge systematization and important knowledge. Most students proposed that the teaching time between theoretical knowledge and case discussion should be evenly distributed. More students chose Chinese literature related to their major as teaching cases. Most students believed that case discussion improved the skills of self-study and communication. The epidemiology course for postgraduate should integrate the traditional teaching and case discussion, with online learning as a supplementary, and take effective methods to evaluate, so as to improve the teaching quality of postgraduate.
