徐刚, 洛桑聂扎, 张智若, 朱静芬, 谢庆文, 沈恬, 莫筱卫, 蒋雪琴, 蔡泳, 施榕. 某医学院临床医学专业学位硕士临床预防基础能力调查[J]. 上海预防医学, 2018, 30(10): 809-814. DOI: 10.19428/j.cnki.sjpm.2018.18981
引用本文: 徐刚, 洛桑聂扎, 张智若, 朱静芬, 谢庆文, 沈恬, 莫筱卫, 蒋雪琴, 蔡泳, 施榕. 某医学院临床医学专业学位硕士临床预防基础能力调查[J]. 上海预防医学, 2018, 30(10): 809-814. DOI: 10.19428/j.cnki.sjpm.2018.18981
XU Gang, Luosang Niezha, ZHANG Zhi-ruo, ZHU Jing-fen, XIE Qing-wen, SHEN Tian, MO Xiao-wei, JIANG Xue-qin, CAI Yong, SHI Rong. Investigation on basic ability of clinical prevention with postgraduates of professional degree of clinical medicine in a medical college[J]. Shanghai Journal of Preventive Medicine, 2018, 30(10): 809-814. DOI: 10.19428/j.cnki.sjpm.2018.18981
Citation: XU Gang, Luosang Niezha, ZHANG Zhi-ruo, ZHU Jing-fen, XIE Qing-wen, SHEN Tian, MO Xiao-wei, JIANG Xue-qin, CAI Yong, SHI Rong. Investigation on basic ability of clinical prevention with postgraduates of professional degree of clinical medicine in a medical college[J]. Shanghai Journal of Preventive Medicine, 2018, 30(10): 809-814. DOI: 10.19428/j.cnki.sjpm.2018.18981

某医学院临床医学专业学位硕士临床预防基础能力调查

Investigation on basic ability of clinical prevention with postgraduates of professional degree of clinical medicine in a medical college

  • 摘要:
    目的了解临床医学专业学位硕士研究生(临床专硕)在临床预防相关领域的基础能力状况,探讨本科阶段预防医学课程设置和教学过程中存在的问题,并提出有针对性的建议。
    方法选取在上海交通大学医学院就读的一年级临床专硕进行问卷调查,问卷涉及人口学特征、预防医学课程的学习经历、临床预防能力掌握程度的自我评价、对课程教学过程中存在问题的意见和建议等,对问卷进行整理后,使用SPSS 20.0统计分析软件进行描述性分析和假设检验。
    结果分别有75.8%和73.2%的学生认为自己能熟练掌握常见传染病和常见慢性病的流行病学知识,分别有31.8%、31.1%和16.9%的学生熟练掌握流行病学诊断、临床预防以及健康教育理论和方法等方面知识,学生在循证医学、疾病监测、健康管理、样本含量计算、生存分析等实践能力方面的自评得分较低(≤2.6分)。实践教学薄弱、课时不足、教学内容与临床实际脱节等是学生认为的教学过程中存在的主要问题。
    结论临床专硕的临床预防基础能力总体偏低且不均衡,在流行病学诊断、临床预防、健康教育理论和方法等方面的知识水平较低,在循证医学、疾病监测、健康管理、样本含量计算、生存分析等方面的实践能力较低,毕业于985/211院校的学生在流行病学、医学统计学领域的应用能力相对较强。为提高学生预防医学相关领域的能力,应优化课程设置,重点加强实践教学,注重教学内容与临床实际相结合,鼓励学生积极参与临床科研,加强师资培训,尝试引入新的教学方式、方法和技术。

     

    Abstract:
    ObjectiveTo ascertain the basic abilities in the fields of clinical prevention among postgraduates of clinical medicine, and discuss the problems in the setting of preventive medicine courses and teaching process at the undergraduate stage, putting forward pertinent suggestions in this regard.
    MethodsA questionnaire survey was conducted among the first grade postgraduates of clinical medicine, in Shanghai Jiao Tong University, School of Medicine.The questionnaire involved demographic characteristics, learning experience of preventive medicine courses, self evaluation of clinical prevention abilities, and the ideas and suggestions on the problems during the teaching process.SPSS 20.0 statistical analysis software was used for descriptive analysis and hypothesis testing.
    ResultsIn the course of survey, 75.8% and 73.2% of the students considered that they were able to master the epidemiological knowledge on common infectious diseases and chronic diseases.Only 31.8%, 31.1%, and 16.9% of the students were proficient in the knowledge of epidemiological diagnosis, clinical prevention, and the theory and methods of health education.Scores of self-evaluation in practice, such as evidence-based medicine, disease surveillance, health management, sample size calculation and survival analysis were low (less than 2.6 points).Weak teaching practice, lack of teaching time, and disconnection between teaching contents and clinical practice were the main problems in the teaching process reflected by students.
    ConclusionThe basic clinical preventive abilities among postgraduates of clinical medicine are generally low and uneven, especially on the knowledge of the epidemiological diagnosis, clinical prevention, health education theory and methods, and the practical abilities including evidence-based medicine, disease surveillance, health management, sample size calculation, survival analysis, etc.Students who graduated from 985/211 colleges have stronger application abilities on epidemiology and medical statistics relatively.In order to improve the basic abilities in the fields of clinical prevention among postgraduates of clinical medicine, we should optimize the curriculum, strengthen the practice teaching, pay more attention to the combination of teaching content and clinical practice, encourage students to participate in clinical researches, strengthen the training of teachers, and try to apply new teaching methods, forms and techniques as well.

     

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